Critical Classroom Praxis and Conclusion

Abstract

Bringing these data together creates a narrative of exemplary urban teachers who are not only aware and understanding of their students, but conscious of their role as teachers in mitigating the challenging circumstances that youth face. It is important to understand that this is not just “good teaching”, that there are multiple levels to their proficiency and connections with the youth. Ladson-Billings (1995) touched on this in her own work with successful teachers of African American students when looking at the ways that her participants were operating with culturally relevant pedagogy.