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Cited by 746

The DOI matches its Crossref record; 63 of the 63 references it cites were found in a registry or an index.

Confronting the Marginalization of Culturally Responsive Pedagogy

Sleeter, Christine E.·2012·Urban Education
DOI 10.1177/0042085911431472
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Abstract

Globally, over the last two decades, attention to culturally responsive, multicultural approaches to teaching have largely been supplanted by standardized curricula and pedagogy that derive from neoliberal business models of school reform. In this essay, I discuss three factors that contribute to the marginalization of culturally responsive pedagogy: (a) a persistence of faulty and simplistic conceptions of what culturally responsive pedagogy is, (b) too little research connecting its use with student achievement, and (c) elite and white fear of losing national and global hegemony. After discussing these factors, recommendations are offered.

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Metadata

Authors
Sleeter, C. E.
Venue
Urban Education
Publisher
SAGE Publications
Published
2012-02-28
Volume
47
Issue
3
Pages
562-584
ISSN
  • 0042-0859 (ISSN-L)
  • 1552-8340
DOI
10.1177/0042085911431472
OpenAlex
W2007647657
Cited by
746
References
63
FWCI
91.99
Type
journal article
Language
en
Open access
closed

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CoChat. (2026). Citation check: Confronting the Marginalization of Culturally Responsive Pedagogy. https://app.cochat.ai/papers/10.1177/0042085911431472
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Sleeter, C. E. (2012). Confronting the Marginalization of Culturally Responsive Pedagogy. Urban Education. https://doi.org/10.1177/0042085911431472

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.