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Alice Lee
University of California, Riverside
Estados Unidos
Vol. 25 Núm. 3 (2021): Educación intercultural en la práctica escolar. Cómo hacerla posible, Monográfico, Páginas 91-110
DOI: https://doi.org/10.30827/profesorado.v25i3.21461
Recibido: Jun 3, 2021 Aceptado: Oct 16, 2021 Publicado: Nov 24, 2021
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Schools need better roadmaps for accomplishing culturally responsive pedagogy and intercultural education. In this article, I feature the culturally responsive practices of a Black teacher situated in an elementary classroom in the U.S. Her practices contribute to a roadmap for enacting culturally responsive pedagogy that incorporates small group instruction and cooperative learning. I also contend that queries investigating pedagogies affirming minoritized students must consider the primary actors charged to implement such work. In addition to her pedagogical practices, I include data that elucidate how the teacher’s racial biography is explicitly tied to the culturally responsive work she engages in the classroom. I conclude with considerations for how this case study might offer educators, researchers, and policymakers’ ideas for deep integration of intercultural education.

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