Using an ethnographic case study approach, we
examined how teachers and parents within an ethnically
diverse early childhood program conceptualized and
implemented culturally relevant pedagogy and how these
primary caregivers were encouraging children’s sociocultural
development and awareness. Data sources included
questionnaires, interview transcripts, and observational
field notes (classroom and community). Findings suggest
there were multiple strategies and resources teachers used
to facilitate the socio-cultural growth of young children
indicative of culturally relevant practices. However, we
discovered there were mediating factors that impacted how
and whether teachers were able to implement culturally
relevant pedagogy in the early childhood classroom.

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Tersedia

• Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom

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