Operationalizing Culturally Relevant Pedagogy: A Synthesis of Classroom-Based Research

2008/10/21 by Kristan A. Morrison, Holly Robbins, Holly H. Robbins +1 · 359 citations
Psychology · Social Sciences · #Educator Training and Historical Pedagogy #Global Education and Multiculturalism #Mathematics education #Operationalization #Pedagogy #Psychology #Sociology #Teacher Education and Leadership Studies #Teacher education

paper · doi:10.1080/10665680802400006

published in Equity & Excellence in Education 41(4), 433-452 (Taylor & Francis)

openalex publication_date 2008/10/21 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29

Abstract

In this article, we present a synthesis of classroom-based research on the implementation of culturally relevant pedagogy. We examine 45 classroom-based research studies from 1995 to the present, highlighting culturally relevant pedagogy as enacted in classrooms. In the final section we address a few conundra and unanswered questions stemming from the research. By describing and synthesizing how others have operationalized culturally relevant pedagogy in the classroom, we offer illustrative discussion points that will assist preservice teachers, experienced teachers, and teacher educators in developing a more holistic understanding of what culturally relevant pedagogy “looks like” in classrooms.

Citations

• What Counts and How: Mathematics Teaching in Culturally, Linguistically, and Socioeconomically Diverse Urban Settings
• Learning to be literate: A comparison of five urban early childhood programs.
• Defining Culture in a Multicultural Environment: An Ethnography of Heritage High School
• Recognizing and Responding to Cultural Differences in the Education of Culturally and Linguistically Diverse Learners
• 1. Toward a Theory of Culturally Relevant Pedagogy
• Returning to the root: A culturally relevant approach to mathematics pedagogy