Innovative Education for Diverse Students in a Changing Era: One U.S. Urban School’s Alternative Teaching and Learning (pp. 36-55)

Ming-Hsuan Wu

Abstract


This critical ethnographic case study describes and interprets how an urban K-8 charter school in the United States with a large number of students of color from low-income communities offers education that recognizes students’ minority status in the broader society and envisions students as agents working toward a just society. The analyses show that the school’s progressive teaching of diversity has a positive impact on minority students’ identification with their heritages and their academic achievements. This study advances a critical understanding of creating equitable education at the school level. 

Keywords


multicultural education; culturally responsive pedagogy; urban education

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DOI: http://dx.doi.org/10.18251/ijme.v16i2.923

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