Transformation and School Success: The Politics and Culture of Educational Achievement

TLDR

Various explanations for low school achievement of minority students include cultural differences between teacher and student and low motivation due to cynicism about labor market prospects. The article examines how perceived legitimacy of schools and teachers influences the development of oppositional culture among minority students, arguing that transformation of routine practice is required. The authors compare and critique these explanations through the lens of critical social theory, particularly resistance theory. The study finds that transforming routine practice is necessary and that culturally responsive pedagogy can facilitate this transformation. Keywords: culturally responsive pedagogy, minority student achievement, resistance theory, oppositional culture.

Abstract

Various explanations for low school achievement of minority students include those of cultural differences between teacher and student and low motivation of students because of cynicism regarding their chances in the labor market. These explanations are compared, critiqued, and reconsidered in terms of critical social theory, more especially resistance theory. The article considers the perceived legitimacy of the school and its teachers and the development of oppositional culture by students. Transformation of routine educational practice is necessary, and culturally responsive pedagogy is one means of transformation. CULTURALLY RESPONSIVE PEDAGOGY, MINORITY STUDENT ACHIEVEMENT, RESISTANCE THEORY, OPPOSITIONAL CULTURE