Search results for: Young Evelyn

The assumption of this study was that racism was deeply rooted in the structure of the schools and that underlying the racial achievement gap were unaddressed issues of hegemony. Therefore, the purpose of this study was to work with a group of administrators and teachers as co-researchers through collaborative inquiry to define, implement, and assess culturally relevant pedagogy. This study employed a qualitative approach that used the combined methods of action research and critical case study. The findings revealed deep structural complexities in resolving issues of cultural bias among educators, and the persistence and prevalence of racism in school settings.