This report will provide the foundations of how Culturally Relevant Pedagogy can be used as a tool to decolonize teacher education program curricula and promote educational equity. The overall goal of this report is to provide deans, professors/instructors, and teacher educators with empirical evidence to improve and to redesign programs that will better equip teacher candidates with the appropriate knowledge, skills, and dispositions to execute effective instruction within culturally and linguistically diverse classrooms. The COVID-19 global pandemic, coupled with racial and social unrest in America, illustrates the imperative need for teacher candidates to possess a deep understanding of instructional pedagogy and curricular resources that will engage, inform, and inspire K-12 students. A review of South Carolina’s State Assessment Data displays that our African American students are a vulnerable population with respect to academic performance in the four major content areas. We firmly believe that the margins can serve as spaces of radical possibility and transformation. By centering the lived realities of African American students, this paper will provide recommendations on policy changes, pedagogical practices, and instructional resources to foster humanizing and equitable classrooms.
· What is Culturally Relevant Pedagogy? Decolonization of the Curriculum? Educational Equity? Why are they relevant today?
· How can the decolonization of the curriculum create and promote equitable opportunities for all students in education?
· How can Culturally Relevant Pedagogy be used to promote Black identity, affirmation, and resilience?
· What recommendations and best practices can be implemented for integration of Culturally Relevant Pedagogy in education programs and K-12 classrooms?
Avoid unnecessary passive voice.
Don’t use long sentences.
Do not use words that end in “tion” or “sion” when you can use the active verb. For example, don’t use “explanation” in a sentence when you can use “explain.”
Do not use “of” to indicate possession. For example, don’t say “the desire of most students” when you can say “most students desire.”
Avoid using words that end in “ment,” followed by “of.” For example, use “developing a strategic plan requires thoughtful analysis,” NOT “The development of a strategic plan requires thoughtful analysis.
Avoid unnecessary adverbs.
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