| The primary aim of this study is to examine how teachers who practice a pedagogy aligned with culturally relevant pedagogy describe their beliefs, practices, and the challenges they encounter in relation to their teaching.;Analysis revealed four key themes that participants discussed in relation to their practice to support culturally diverse students: (1) An inclusive classroom established by building meaningful student-teacher relationships, promoting camaraderie through collaboration, and creating a respectful and safe classroom climate; (2) Expanding conceptions of the curriculum which validate students' cultures, develop critical consciousness, and promote student agency; (3) Development of a community resource team which includes collaboration with students' families and school support workers; (4) Purposeful renewal of educational knowledge by staying connecting with the research community, seeking opportunities for professional development and continuous critical self-reflection. In addition, participants described institutional barriers common to their practice.;This study adopts a qualitative interview methodology. It relies on semi-structured interviews with ten participants, all practising in Metro Vancouver, British Columbia. |
