An Ethnographic Study: The Influence of Culturally Relevant Pedagogy on Student Agency

Abstract

This research study aimed to investigate and analyze the methods and practices of teaching within urban educational settings, with a specific focus on the culturally relevant practices that should be integrated into the learning experiences for Black learners. The primary goal was to highlight the necessity for educators within urban educational settings to adopt a culturally relevant pedagogy within their context that promotes higher academic excellence and meaningful learning experiences for Black students through the cultivation of agency. Using an ethnography qualitative research design, the study worked to answer two questions: RQ1: What culturally relevant pedagogical practices are used to teach Black middle school students in an urban educational setting? RQ2: How do culturally relevant pedagogical practices develop agency among Black middle school students within an urban educational setting? The research study captured the perspectives and experiences of Black educational stakeholders (students and educators) within urban education to identify the influence of culturally relevant pedagogy on the tenets of student agency: identity, belonging, mastery, and efficacy