Abstract

Teacher reflection continues to be part of the teacher education literature. More recently, critical reflection has been recommended as a means of incorporating issues of equity and social justice into teaching thinking and practice. This article offers critical reflection as a prelude to creating culturally relevant teaching strategies. The author outlines theoretical and practical considerations for critical reflection and culturally relevant teaching for teacher education. The author argues that the development of culturally relevant teaching strategies is contingent upon critical reflection about race and culture of teachers and their students.

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