Teaching the culturally and linguistically diverse student: an interpretative phenomenological analysis exploring elementary school teachers' experiences with arts-enhanced culturally relevant pedagogy.
The educational landscape is changing as increasing numbers of culturally and linguistically diverse (CLD) students enter the public schools in the United States. Schools, traditionally structured to support the hegemonic, monocultural White culture have educators challenged to accommodate and suppo...
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| Online Access: | http://hdl.handle.net/2047/D20247766 |