Linda Vu

Course Director: Aparna Mishra Tarc

Teaching Assistant: Kwesi Firempong
Course Code: ED/EDFE 4200 Sec: M
Student ID: 214765838

Annotated Bibliography
[All references/journal articles are listed in order of importance]

Research Question:

How will a pedagogy based on students lived experiences enhance their understanding of
topical issues in Canadian immigration?

Ladson-Billings, G. (1995). Towards a theory of culturally relevant pedagogy. American

Educational Research Journal, 32(3), 465-491. Retrieved from
http://lmcreadinglist.pbworks.com/f/Ladson-Billings%20%281995%29.pdf
Ladson-Billings (1995) seeks to re-evaluate the current nature of teaching
pedagogies through an alternate view of student-teacher relationships and teacher
education. She asserts the pathway to successful academic performance by students is
routed in the integration of their home and community culture. This includes the use of
diverse languages, texts, news reports, materials and curriculum, to which alternatively
provides space for cross-cultural and multicultural education. Through reference to
ethnographical research, the author seeks to prove that culturally relevant pedagogies are
necessary and important for student engagement, improvements, and ultimately academic
success. As support, the author provides readers with strategies and examples of teaching
with cultural relevancy, and additionally provides situations and methods to which this
theory may or may not be executed successfully. It is with this theory and practice that the
author believes to be the key focus in producing learning and teaching that is culturally
relevant to each student’s lives, experiences and background. This integrated knowledge
and connection to students’ cultural background will support my research question in
relation to Canadian immigration as it invites students to develop a personal connection
with the content presented and the issues covered. The article emphasizes the need to
intersect the cultural experiences of different students in order to establish a better
understanding of the content and better improvements in their attentiveness, inquiries and
 perspective to other cultures. It is here that the author claims that incorporating teaching
pedagogies relatable to students will result in better academic success and student
engagement. As a result, topical issues pertaining to Canadian immigration may be best
approached by this theory in practice.

Richards, H.V., Brown, A.F, & Forde, T.B. (2007). Addressing diversity in schools: Culturally
responsive pedagogy, Teaching Exceptional Children, 39(3), 64-68. Retrieved from
http://journals.sagepub.com.libaccess.lib.mcmaster.ca/doi/pdf/10.1177/004005990703900
310
Authors Richards, Brown & Forde (2007) addresses the need for teachers,
educational curriculums and institutions to consider diversity as an all-important
pedagogical approach for successful student learning. More specifically, the authors
reason that the difference between the home and school environment disrupts student
learning, and maximizes alienation felt by students. These differences in the home and
school environment, as well as the personal differences between the teachers and the
students, are what continuously produce what students feel as being marginalized,
disconnected and alienated. Through these findings, the authors develop strategies and
initiatives for both the educational system and teachers to consider in order to
successfully deliver a culturally responsive pedagogy cohesive to successful learning.
Such resolutions and factors include the reorganization of the school and its
administrative routines, community involvement and self-reflection by the teachers.
Additionally, reflective thinking incorporated into teaching and learning, culturally
responsive activities promoting acceptance and acknowledgement, and appreciation to the
notion of diversity are suggested as effective initiatives. The article furthermore offers
additional resources to support teachers to be promoters of culturally responsive and
culturally relevant learning. This is an important article to supporting my research
question because of its direct and informative approach into understanding how and why
culturally responsive instruction is effective for successful student learning. It brings into
light the ways to which students lived experienced can be incorporated into the
curriculum, and shows how these approaches can improve cultural competence, as well as
understanding of current topical issues being taught. The authors draw parallels between
 student success and understanding with the incorporation of student behaviours and
practices into the curriculum, which alternatively will support my research question to
whether incorporating student experiences will enhance student understanding of
Canadian immigration.

Byrd, C.M. (2016). Does culturally relevant teaching work? An examination from student
perspectives. SAGE Open. doi: 10.1177/2158244016660744
This article seeks to prove the level of effectiveness culturally relevant teaching
has across diverse student populations. It uses statistical quantitative case studies and
ethnographical research to explore what culturally relevant teaching promotes, how it
influences student learning and to whom the theory and practice benefits. Findings show
an indirect association between culturally relevant teaching and student academic success.
More generally, the use of this student-centred approach creates a comfortable and safe
environment for students to create personal connections and establish accepting
relationships with their peers. In addition, the article focuses upon the idea of racial and
culture socialization as an extension of the Ladson-Billings, G. (1995) theory, and
suggests that these extensions are opportunities for a deconstruction of a conscious bias
and a re-construction of cultural competence by both the students and the teachers. The
author alternatively offers an opposing position within the article through the means of
outlining the literature’s limitations. This includes a shortage of empirical evidence, lack
of student perspective and lack of diversity across all related studies. Based on the idea
that teachers are to approach culturally relevant teaching with real-life examples and an
integration of student perspectives, my research question seems to be supported by the
article’s findings. My research question emphasizes the notion of integrating student lived
experiences for better understanding of Canadian immigration, and this correlates with the
article’s idea that students are better learners under a student-centred approach to
learning. A pedagogy based on student lived experiences will allow students, as outlined
in the article’s findings, to feel better engaged with the content and materials presented.
As a result, students are recognized to become better learners and moral individuals
through means of developing personal connections with the materials and activities
offered.
Gambrell, J.A. (2017). Is culturally responsive pedagogy enough? Toward culturally “real”-evant
curriculum. A response to “democratic foundations for spiritually responsive pedagogy”.
Democracy and Education, 25(1). Retrieved from
https://democracyeducationjournal.org/cgi/viewcontent.cgi?article=1294&context=home
In this article, the author aims to critically respond and refine Lingley’s (2016)
claims on producing and implementing a spiritually relevant curriculum, and suggests the
appropriateness of approaching both a culturally responsive pedagogy and culturally
relevant curriculum to address ‘spiritually marginalized students’. He maintains the
importance of adopting teacher attributes to achieving successful communication with a
diverse student population, specifically those marginalized, underprivileged and
overlooked. Large emphasis is placed on the need to develop learning outcomes for
students, deconstructing our own biases, exposing students to intersecting cultural
differences and integrating our culturally responsive teaching strategies with a revised
curriculum that is culturally relevant. Ultimately, the article focuses on the teacher’s
responsibility to also foster an inclusive and caring environment to which is conducive to
successful academic achievement for “historically undeserved students”. However, the
article also redirects the focus to question whether culturally relevant pedagogy is enough
to achieve the desired results of improving the academic achievement of students who are
historically undeserved. It highlights the superficial attempts made by current teachers to
incorporating multicultural events that include the use of diverse music, dances and food,
as well as small attempts to incorporate aspects of diverse cultures for the sake of a
‘culturally relevant pedagogy’. This article alternatively places a unique perspective to
my research question at hand as it questions the effectiveness and implications of
culturally relevant pedagogies. It places a non-biased approach and evaluates what is
considered to be practical, essential and effective to implementing cultural relevancy in
order to impact student learning through a genuine approach.

Literature Review

The purpose of this literature review is to establish key connections and contradictions
made across all proposed research articles in reference to culturally relevant pedagogies and its
effect on diverse student populations. The main focus embedded across all four research articles
highlights the importance of integrating all students’ home and community culture with the
teachings offered within the classroom. Such teachings emphasized refer to the teachers’
execution of curriculum, activities, lesson plans, discussions, and school work that are relevant to
the students' diverse backgrounds, as well as personal experiences. Several different
methodological approaches have been implemented to support the positive correlation between
culturally relevant and responsive teaching, and student academic success. It is with these
quantitative and qualitative case studies and research proposals that serve to support the common
theme of culturally relevant teaching and its value to promoting student growth, success,
understanding and competence. More specifically these articles work together to support my
research question at hand: How will a pedagogy based on students lived experiences enhance their
understanding of topical issues in Canadian immigration? The authors consider key points and
provide significant research background for my question to whether utilizing a pedagogy based on
student lived experiences will enhance their comprehension and apprehension to issues related to
Canadian immigration.
As the leading researcher on Culturally Relevant Pedagogies, Ladson-Billings (1995)
research articles becomes referenced across all other articles mentioned in this review. It is
primarily the three components listed under the theory of culturally relevant pedagogy that serves
as a foundation for the claims listed by all referenced authors: “a) students must experience
academic success, b) students must develop or maintain cultural competence and c) students must
develop a consciousness to critically challenge the society in which they live in” (Ladson-
Billings, 1995).
A commonality existing across all articles referenced is the underlying support for
implementing culturally relevant teaching in today’s ever-increasing diverse student population.
More specifically, all four of the articles outline the importance for teachers to adapt to particular
qualities and attributes in order to successfully engage in this idea of teaching with culture. With
this, the most frequent attribute brought to light is the idea that teachers must relieve their own
unconscious and conscious biases and succeed in understanding the unique nature and different
perspectives brought on by each individual student. In Gambrell, (2017)’s article, the ability to
create an open learning environment that considers students previous knowledge and personal
viewpoints, as well as the teacher’s ability to regard themselves as promoters of social justice, are
important qualities to becoming a culturally responsive teacher. He extends that a change in the
teacher’s mind-set towards an ethic of caring which encompasses the belief that all students are
capable no matter the circumstances, is necessary for teachers to become effective in their
instructional practices. These instructional practices must encourage students to become
reflective and reflexive in their examination of intersecting subject areas pertaining to “race,
ethnicity, class, and culture” (Gambrell, 2017). It must also include an open dialogue that touches
upon cross-cultural topic areas relevant to the students’ lives (Gambrell, 2017). Ladson-Billings
(1995) similarly supports the concept around the ethic of caring, criticizing teachers on their the
lack of care imposed upon individuals students, and their overbearing focus on educating students
on the social justice curriculum. Here, the ethic of caring seems to be primarily focused on the
students themselves and away from the actual constructivist pedagogies. Under Richards, H.V.,
et al. (2007)’s brief on culturally responsive pedagogy, the emphasis on self-reflection is
alternatively placed upon the teacher as opposed to the students, as mentioned in Gambrell,
(2017)’s article. Here, teachers’ are to engage with this self-reflection in order to deconstruct any
existing biases and negative feelings before approaching a genuine and meaningful teaching
practice. While Gambrell (2017) focuses on the reflection made by the students, Richards, et al.
(2007) focuses on the reflection made by the teacher. ***
Another common theme seen between the varied articles is the idea and importance of
developing cultural competence amongst both teachers and students. Based on ethnographical
research, Ladson-Billings (1995) sees a discrepancy between achieving academic success and
maintaining one’s cultural competency in specifically African-American students. She maintains
the necessity of cultural competency for students to achieve authentic learning, but sees the
struggles for African American students to maintain both experiences in unison. To address this,
she uses the theory of culturally relevant pedagogy to bridge together the two attributes and
reduce the existing discrepancies. Under this theoretical practice, teachers were able to utilize
existing cultural competency to connect students with relevant academic demands imposed upon
the students. Such examples include the opportunity for students to become involved with
leadership roles within the school community and engage in culturally relevant materials that
require this cultural competency. Similarly, Byrd (2016)’s educational examinations perceives
cultural competency as an essential component to carrying out culturally relevant teachings that
allow for better understanding of topical issues presented by the curriculum. However, Byrd
(2016) focuses the necessity for cultural competence for teachers before addressing students and
their development of cultural competency. To carry out a successful teaching approach, teachers
must understand their own students in terms of their home and community lives, and thereafter
use this knowledge to present culturally relevant content that encourages this enhanced sense of
cultural understanding and exploration. Byrd (2016) also highlights the pathway to considering
these understandings, specifically to race and culture, is to engage in the act of racial and cultural
socialization. These initiatives include offering opportunities for students to engage in various
cultural practices, analyse relevant messages, and explore the history, traditions and operations of
diverse modes of cultural backgrounds. It is here that my exploration into students’ lived
experiences for the purpose of promoting their understanding of Canadian immigration becomes
relevant. With the research on cultural competency, it has supported my understanding that
student exposure to diverse experiences, whether it be story-telling, multicultural texts or open
student discussions, are paramount to their increased ability to fully grasp related concepts.
Students may better understand topical issues when their own identities and experiences are
incorporated into the content or when open-ended discussions are held throughout their learning.
Furthermore, the emphasis for teachers to engage in cultural competency translates over to my
research question as it seems to be only logical that teachers are to teach under the same
understanding and openness expected from students. It becomes difficult for teachers to teach
appropriately without the necessary background understanding and socialization as expected
from the students. Therefore, the idea of understanding the culture and lived experiences of
others through personal connections may be the best approach for motivating students to
comprehend topical issues on Canadian immigration.
Both Ladson-Billings (1995) and Byrd (2016)’s research into culturally relevant
pedagogies provide quantitative and qualitative case studies on the effectiveness of culturally
relevant teaching practices and its impact on students. Ladson-Billings (1995) summarizes
findings to which culturally relevant and responsive teaching becomes successful. One in which
Hawaiian teachers integrated relevant language styles and cultural backgrounds of Native
Hawaiian children for the purpose of nurturing higher achievement levels in reading, which
ultimately proved successful. Increased academic performances by students due to a student
centred approach to teaching were also proved throughout several ethnographical researches.
Byrd (2016)’s quantitative analysis on diverse students and their participation in culturally
relevant teaching, as well as racial and cultural socialization, show a positive correlation with
increased interest, engagement and positive feelings towards school. More specifically, this
student centred approach encourages students to be more authentic, confident, interpersonal, and
positive towards their learning practices. As can be seen, these case studies and statistical
research demonstrates that using students lived experiences may in fact prove to be effective in
creating positive outcomes in student achievements and understanding. It also shows that there
may be potential for long-term positive effects in terms of academic achievements and non-
academic achievements.
Although there are numerous supporting evidence in relation to the benefits of
incorporating student lived experiences, cultural backgrounds and personal interests with
teaching materials, there are limitations that continue to exist. Such limitations include the
possibility that the positive outcomes are not due to culturally relevant pedagogies but rather
other external factors (Byrd, 2016). It may be possible that student success may be motivated by
the teacher’s own unique teaching approach, their cultural background or by the sample size of
students used. Furthermore, research studies done on culturally relevant teaching engage very
little with student perspectives, despite the fact that the theory identifies itself as a “student
centred approach” (Byrd, 2016). Without the consideration of student feedbacks and
perspectives, it is oftentimes difficult to differentiate whether culturally relevant pedagogies are
effective in proving the authenticity of student engagement and interest (Byrd, 2016). Even more,
the misinterpretation of culturally relevant pedagogies may mislead teachers to render a teaching
practice that is seen as superficial, trivial, and non genuine (brief celebrations of diverse foods,
sharing of songs and dance performances) (Gambrell, 2017). Without the appropriate information
and resources, teachers may adopt aspects of culturally relevant teaching as a brief fulfilment of a
goal, expectation or duty. Finally, what limits the authenticity of culturally relevant pedagogies
and its effectiveness are the actual quantitative and qualitative researches on culturally relevant
pedagogies. Oftentimes, these researches are based on a predominantly Black student population,
and consequently, a lack of evidence is made for other coloured and White students who are just
as equally important (Byrd, 2016).
In conclusion, background research on all four relevant articles suggests the positive
correlation between implementing a culturally relevant pedagogy and student academic success.
It also suggests that this constructivist approach supports students in their ability to develop a
cultural competence that is important for their social, interpersonal and academic understanding
of all topical issues presented. Despite contradicting evidence that student academic success and
cultural competence are difficult for students to undertake simultaneously, it does not eliminate
the potential that improvements can be made through engaging in culturally relevant learning.
The evidence of utilizing students lived experience and their cultural backgrounds as a means to
develop better understanding and genuine interests remain persistent throughout most of the
research referenced. The limitations serve as minor drawbacks to the theoretical approach, but do
not deter the fact that numerous studies suggest its effectiveness to supporting student learning.
In this case, the discussions, evidence and assertions found to support the theory of culturally
relevant pedagogies allows me to explore my research question presented. How will a pedagogy
based on students lived experiences enhance their understanding of topical issues in Canadian
immigration? This literature review convinces me that integrating student lived experiences will
succeed in attaining student engagement and possibly true understanding, but it remains questionable
to me that students will genuinely develop a sense of connection and empathy to topical issues related
to Canadian immigration. The question of how students will respond also remains to be a curiosity
until further explored, especially in the case of encountering a diverse classroom. Moreover, it
intrigues me to think of how learning other students experiences and cultural background can change
one’s understanding and feelings towards others instantaneously or over a short period of time. Does
this theoretical approach need to completely overshadow traditional approaches for students to
develop a genuine and authentic grasp of cultural competence and comprehension of the materials at
hand? As I explore deeper into the theory of culturally relevant pedagogy and its effect on students, I
begin to inquire deeper into my research question and wonder if the theory is universal to all
educational systems, as well as students of diverse backgrounds.