Gloria Ladson-Billings: Igniting Student Learning through Teacher Engagement in "Culturally Relevant Pedagogy".

TLDR: The second in a series of narratives that explores the lives of leading multicultural educators and how their lived experiences have impacted the perspectives and theories of multicultural education is presented in this article, which employs narrative inquiry as a methodological lens for understanding the work of Gloria Ladson-Billings.

Abstract: © 2018 by Caddo Gap Press Quite obviously, the social and political pendulum that may have begun to swing forward in addressing equality and prosperity for all, has also in many ways swung progressively backwards. This has inevitably left the nation in a global economic flux with an inability to deliver quality education for all its young (Stiglitz, 2010, p. 343). Many of the social arrangements that are in place seem to benefit and mirror the dominant powerbase, the White majority, yet others who are of Color, specifically African Americans, seem too often to have fallen back into the abyss of racial woe. This article is the second in a series of narratives that explores the lives of leading multicultural educators and how their lived experiences have impacted the perspectives and theories of multicultural education. This article employs narrative inquiry as a methodological lens for understanding the work of Gloria Ladson-Billings.