During the last fifty years, numerous individuals have sought new strategies for students, such as African Americans, whom the public schools have historically underserved. Not only are some parents of these students seeking change, but also researchers, politicians, and local groups. Nevertheless, it is clear that these efforts have posed several dilemmas, which (a) limit the voice and personal choice of learners, (b) standardize the value of learning, and (c) connote a hegemonic discourse. Therefore, this Best Practices essay is based on the theory that a culturally value-driven framework (CVD) of learning will allow African Americans and other students of color to receive an education that promotes personal interest, meaning, and value to their communities.
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Journal of Research Initiatives
Ali, S., & Murphy, R. (2013). Merging and creating culturally relevant pedagogy in public schools. Journal of Research Initiatives, 1(1). Retrieved from https://neiudc.neiu.edu/eics-pub/3.