In Search of Professional Dispositions that Yield Cultural Relevance in Primary Grade Pedagogy: A Cautionary Tale of One Kindergarten Teacher

Abstract

Primary grade teachers are challenged to establish firm learning foundations for all children, yet for many teachers cultural diversity makes this a complex pedagogical challenge. It is widely assumed that the success with which teachers meet this challenge is reflected in their dispositions toward diversity, and ultimately toward culturally relevant pedagogy as a professional orientation. This article describes a multi-year study of cultural relevance in early mathematics teaching. Using the case of one kindergarten teacher who exhibited positive dispositions toward cultural relevance, the authors examine factors that seemed to work against its adoption in her pedagogy.