Culturally relevant pedagogy in practice: teachers' conceptions of their work and its challenges

This study examined how teachers who practice a pedagogy aligned with culturally relevant pedagogy describe their beliefs, practices, and the challenges they encounter in relation to their teaching. This study adopts a qualitative interview methodology. It relies on semi-structured interviews with participants practicing in greater Vancouver, BC. Analysis revealed four key themes that participants discussed in relation to their practice to support culturally diverse students: 1) An inclusive classroom established through meaningful student-teacher relationships, promoting camaraderie through collaboration, and creating a respectful and safe classroom climate; 2) Expanding conceptions of the curriculum which validate students’ cultures, develop critical consciousness, and promote student agency; 3) Development of a community resource network which includes collaboration with students’ families and support workers; 4) Purposeful renewal of educational knowledge by connecting with the research community, seeking opportunities for professional development and continuous critical self-reflection. Additionally, participants described institutional barriers common to their practice.