Although culturally relevant pedagogy is widely espoused and applied in educational research and practice, it is often not commonly understood as a conceptual framework that advocates the elements of academic success, cultural competence, and sociopolitical consciousness. This study was a grassroots attempt to work collaboratively with a group of administrators and teachers at one urban school to define, implement, and assess culturally relevant pedagogy as a viable pedagogical tool. A qualitative approach that used the combined methods of action research and critical case study was employed for this study. Findings revealed deep structural issues related to teachers’ cultural bias, the nature of racism in school settings, and the lack of support to adequately implement theories into practice. The study also recommends further inquiry-based dialogue among scholars and practitioners to more consistently utilize the theory in academic research and in classroom instruction.
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