Chapter 9: Intersectionality and Pedagogy: Teachers and the Quandary of Race, Class, and Culturally Relevant Pedagogy

The increasing population of students of color and students who live in poverty in public schools, as well as the achievement disparities between these groups and White students, necessitates a rethinking of what constitutes effective pedagogy and curriculum. In addition, as a number of scholars have pointed out for over a decade, it is important that teacher educators think differently about adequately preparing teacher candidates to meet the needs of this generation of public school students (Foster, 1993; Gay, 1997; Irvine, 1989; Ladson-Billings, 1994b). Culturally Relevant Pedagogy (CRP) is one approach to teaching that has gained significant attention in the education community (Foster, 1993; Gay, 1997; Irvine, 1989; Ladson-Billings, 1994a).