The purpose of this literature review was to examine how language is used to describe and advance culturally-based pedagogy to critically reflect on the language employed in teacher education research. Our intent was to understand the terminology that has moved conversations of equity, diversity, and cultural ways of knowing to the center of urban education research and practice. Findings indicate the discourse of culturally-based pedagogy relies upon: (1) the exploration of the construct of culture, (2) the knowledge of the socio-historical context of specific terminology, and (3) a perspective that discourse is generative and dynamic.
AuK. H.KawakamiA. J. (1994). Cultural congruence in instruction. In HollinsE. R.KingJ. E.HaymanW. C. (Eds.), Teaching diverse populations: Formulating a knowledge base (pp. 5–23). State University of New York Press.
2.
BanksJ. A. (1995). Multicultural education: Historical development, dimensions, and practice. In BanksJ. A.BanksC. A. M. (Eds.), Handbook of research on multicultural education (pp. 3–24). Macmillan.
3.
BanksJ. A. (Ed.). (1996). Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives. Teachers College Press.
4.
BanksJ. A. (2006). Race, culture, and education: The selected works of James A. Banks. Routledge.
5.
BanksJ. A. (2019). An introduction to multicultural education (6th ed.). Pearson.
BauerE. B.GortM. (Eds.). (2012). Early biliteracy development: Exploring young learners’ use of their linguistic resources. Routledge.
8.
BoutteG. S.JohnsonG. (2014). Community and family involvement in urban schools. In MilnerH. R.LomoteyK. (Eds.), Handbook of urban education (pp. 167–187). Routledge.
9.
Brown v. Board of Education of Topeka, 347 US 483 (1954).
10.
CalderónM.SlavinR.SánchezM. (2011). Effective instruction for English learners. The Future of Children, 21(1), 103–127.
11.
CareyR. L. (2013). A cultural analysis of the achievement gap discourse: Challenging the language and labels used in the work of school reform. Urban Education, 4(4), 440–468.
12.
Civil Rights Act, Title VI, Section 601 (1964).
13.
Darling-HammondL. (2010). The flat world and education: How America’s commitment to equity will determine our future. Teachers College Press.
14.
DeeT.PennerE. (2016). The causal effects of cultural relevance: Evidence from an ethnic studies curriculum. Center for Education Policy Analysis.
15.
DixsonA. D.RoyalC.HenryK. L.Jr. (2014). School reform and school choice. In MilnerH. R.LomoteyK. (Eds.), Handbook of urban education (pp. 474–503). Routledge.
16.
DoughertyJ. (2004). More than one struggle: The evolution of Black school reform in Milwaukee. University of North Carolina Press.
17.
EchevarríaJ.VogtM.ShortD. (2004). Making content comprehensible for English learners. Allyn & Bacon.
18.
EmdinC. (2016). For white folks who teach in the hood . . .and the rest of ya’ll too: Reality pedagogy and urban education. Beacon Press.
FaircloughN. (2001). Critical discourse analysis as a method in social scientific research. In WodakR.MeyerM. (Eds.), Methods of critical discourse analysis (pp. 122–136). Sage.
21.
FaltisC.ValdésG. (2016). Preparing teachers for advocacy and for teaching in linguistically diverse classrooms: A vademecum for teacher educators. In GitomerD.BellC. (Eds.), 5th edition of the handbook on teaching (pp. 549–592). AERA.
22.
GayG. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.
23.
GayG. (2010). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1–2), 145–152. https://doi.org/10.1177/0022487109347320
24.
GayG. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
25.
GeeJ. P. (2011). Discourse analysis: What makes it critical? In RogersR. (Ed.), An introduction to critical discourse analysis (2nd ed.) (pp. 23–45). Routledge.
26.
GirouxH. A. (1992). Post-colonial ruptures and democratic possibilities: Multiculturalism as anti-racist pedagogy. Cultural Critique, 21(Spring), 5–40.
GirouxH. A.SimonR. I. (1988). Schooling, popular culture, and a pedagogy of possibility. Journal of Education, 170(1), 9–26.
29.
GistC. D. (2017). Culturally responsive pedagogy for teachers of color. New Educator, 13(3), 288–303.
30.
GoldenbergB. M. (2013). White teachers in urban classrooms: Embracing non-white students: cultural capital for better teaching and learning. Urban Education, 49(1), 111–144.
31.
GriffinA.TackieH. (2016). Through our eyes: Perspectives from Black teachers. Phi Delta Kappan, 98(5), 36–40.
32.
HammondZ. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.
33.
HerreraS. G.HolmesM. A.KavimandanS. K. (2012). Bringing theory to life: Strategies that make culturally responsive pedagogy a reality in diverse secondary classrooms. International Journal of Multicultural Education, 14(3), 1–19.
34.
HollieS. (2012). Culturally and linguistically responsive teaching and learning: Classroom practices for student success. Shell Educational Publishing.
35.
HowardT. C. (2019). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms. Teachers College Press.
36.
HowardT. CMilnerH. R. (2014). Teacher preparation for urban schools. In MilnerH. R.LomoteyK. (Eds.), Handbook of urban education (pp. 199–216). Routledge.
37.
HughesG. (2012) Teacher retention: Teacher characteristics, school characteristics, organizational characteristics, and teacher efficacy. The Journal of Educational Research, 105(4), 245–255.
38.
KinlochV.DixonK. (2018). Professional development as publicly engaged scholarship in urban schools: Implications for educational justice, equity, and humanization. English Education, 50(2), 147–171.
LeeC. D. (2009). Cultural influences on learning. In BanksJ. A. (Ed.), The Routledge international companion to multicultural education (pp. 239–251). Routledge.
44.
LeonardoZ.HunterM. (2007). Imagining the urban: The politics of race, class, and schooling. In PinkW. T.NovlitG. W. (Eds.), International handbook of urban education (pp. 779–802). Springer.
45.
LingleyA. (2016). Democratic foundations for spiritually responsive pedagogy. Democracy and Education, 24(2), 1–12.
46.
LoveB. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
47.
LucasT.VillegasA. M. (2011). A framework for preparing linguistically responsive teachers. In LucasT. (Ed.), Teacher preparation for linguistically diverse classrooms (pp. 35–52). Routledge.
48.
MayS. (1999). Towards critical multiculturalism. In MayS. (Ed.), Critical multiculturalism: Rethinking multicultural and antiracist education (pp. 1–9). Falmer Press.
49.
McCarthyC. (1988). Rethinking liberal and racial perspectives on racial inequality in schooling: Making the case for nonsynchrony. Harvard Educational Review, 58(3), 265–279.
50.
McCartyT.LeeT. S. (2014). Critical culturally sustaining/revitalizing pedagogy and indigenous education sovereignty. Harvard Educational Review, 84(1), 101–124.
51.
McLarenP.GirouxH. (1997). Writing from the margins: Geographies of identity, pedagogy, and power. In McLarenP. (Ed.), Revolutionary multiculturalism: Pedagogies of dissent for the new millennium (pp. 16–41). Westview Press.
52.
MilnerH. R.IV. (2006). Preservice teachers’ learning about cultural and racial diversity: Implications for urban education. Urban Education, 41(4), 343–375.
53.
MilnerH. R.IV. (2010). Understanding diversity, opportunity gaps and teaching in today’s classrooms: Start where you are, but don’t stay there. Harvard Educational Press.
54.
MilnerH. R.IV. (2012a). But what is urban education?Urban Education, 47(3), 556–561.
55.
MilnerH. R.IV. (2012b). Understanding urban education from the outside in and inside out. Urban Education47(6), 1019–1024.
56.
MilnerH. R.IV. (2012c). Challenges in teacher education for urban education. Urban Education, 47(4), 700–705.
57.
MilnerH. R.IV. (2015). Rac(e)ing to class: Confronting poverty and race in schools and classrooms. Harvard Education Press.
58.
MilnerH. R.IV. (2016). A Black male teacher’s culturally responsive practices. A Journal of Negro Education, 85(4), 417–432.
59.
MilnerH. R.IV.HowardT. C. (2004). Black teachers, Black students, Black communities, and brown: Perspectives and insights from experts. Journal of Negro Education, 73(3), 285–297.
60.
MilnerH. R.IV.LomoteyK. (2014) (Eds.). Handbook of urban education. Routledge.
61.
MollL. C.GonzálezN. (1994). Lessons from research with language minority children. Journal of Reading Behavior, 26(4), 439–456.
62.
MorrisJ. (2004). Can anything good come from Nazareth? Race, class and African American schooling and community in the urban south and Midwest. American Educational Research Journal, 41(1), 69–112.
63.
MullettD. R. (2018). A General critical discourse analysis framework for educational research. Journal of Advanced Academics, 29(2), 116–142.
NoddingsN. (1992). The challenge to care in school: An alternative approach to education. Teachers College Press.
68.
NogueraP. (2014). Urban schools and the Black male “challenge.” In MilnerH. R.IVLomoteyK. (Eds.), Handbook of urban education (pp. 114–128). Routledge.
69.
OrelusP. W. (2017). Language, race, and power in schools: A critical discourse analysis. Routledge.
70.
ParisD. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41, 93–97. https://doi.org/10.3102/0013189X12441244
71.
ParisD. (2019). Naming beyond the white settler colonial gaze in education research. International Journal of Qualitative Studies in Education, 32(3), 217–224.
72.
ParisD.AlimH. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85.
73.
ParisD.AlimH. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
74.
PowellR.Chambers-CantrellS.Malo-JuveraV.CorrellP. (2016). Operationalizing culturally responsive instruction: Preliminary findings of CRIOP research. Teachers College Record, 118(010306), 1–46.
75.
RogersR.Malancharuvil-BerkesE.MosleyM.HuiD.O’Garro JosephG. (2005). Critical discourse analysis in education. Review of Educational Research, 75(3), 365–416.
76.
SaiferS.EdwardsK.EllisD.KoL.StuczynskiA. (2011). Culturally responsive standards-based teaching: Classroom to community and back. Corwin.
77.
ShevalierRMcKenzieB. A. (2012). Culturally responsive teaching as an ethics- and care-based approach to urban education. Urban Education, 47(6), 1086–1105.
78.
SleeterC. (1995). An analysis of the critiques of multicultural education. In BanksJ. A.BanksC. A. M. (Eds.), Handbook of research on multicultural education (pp. 81–94). Simon & Schuster Macmillan.
79.
SleeterC. E. (2011). An agenda to strengthen culturally responsive pedagogy. English Teaching: Practice and Critique, 10(2), 7–23.
SleeterC. S.GrantC. A. (2009). Making choices for multicultural education: Five approaches to race, class, and gender (6th ed.). Wiley.
82.
SmithermanG. (1977). Talkin and testifyin. Wayne State University Press.
83.
Sosa-ProvencioM. A.SheahanA.DesaiS.SecateroS. (2018). Tenets of body-soul rooted pedagogy: Teaching for critical consciousness, nourished resistance and healing. Critical Studies in Education, 61(3), 1–18.
84.
ValenciaR. (1997). Introduction. In ValenciaR. (Ed.), The evolution of deficit thinking: Educational thought and practice (pp. 1–3). Falmer Press.
85.
ValenzuelaA. (2016). (Ed.). Growing critically conscious teachers: A social justice curriculum for educators of Latino/a youth. Teachers College Press.
van DijkT. A. (2007). The study of discourse: An introduction. In Van DijkT. A. (Ed.), Discourse studies (pp. xix–xii). Sage.
89.
WalquiA. (2011). The growth of teacher expertise for teaching English language learners: A socio-culturally based professional development model. In LucasT. (Ed.). Teacher preparation for linguistically diverse classrooms: A resource for teacher educators (pp. 160–177). Routledge.
90.
WelshR. O.SwainW. A. (2020). (Re) defining urban education: A conceptual review and empirical exploration of the definition of urban education. Educational Researcher, 49(2), 90–100.
91.
WlodkowskiR.GinsbergM. (1995). A framework for culturally responsive teaching. Educational Leadership, 53(1), 17–21.
92.
WodakR. (2001). What CDA is about: A summary of its history, important concepts and its developments. In WodakR.MeyerM. (Eds.), Methods of critical discourse analysis (pp. 1–12). Sage. http://dx.doi.org/10.4135/9780857028020.n1
93.
WodakR.MeyerM. (2015). Methods of critical discourse studies (3rd ed.). Sage.
94.
Zygmunt-FillwalkE.ClarkP. (2007). Becoming multicultural: Raising awareness and supporting change in teacher education. Childhood Education, 83(5), 288–293.
