Culturally Relevant Pedagogy in Teaching and Learning in High School Social Studies Curricula in Georgia: A Case Study

Author

Sharon Ann Mcmeans-Lukiri, Kennesaw State UniversityFollow

Semester of Graduation

Fall 2025

Degree Type

Dissertation

Degree Name

Secondary and Middle Grades Education

Department

Secondary and Middle Grades Education

Committee Chair/First Advisor

Megan Adams

Second Advisor

Guichun Zong

Third Advisor

Ivan Jorrin-Abellan

Abstract

Despite increasing diversity within Georgia’s high school student population, it remains unclear to what extent social studies teachers incorporate Culturally Relevant Pedagogy (CRP) in the planning and implementation of their instruction. Recent research indicates that many educators continue to struggle with developing effective instructional practices that meet the learning needs of students from vulnerable communities (Liasidou & Symeou, 2018). Students from these communities often experience lower academic achievement (Ladson-Billings, 2009), and when the curriculum fails to reflect or respond to their cultural backgrounds, they are more likely to disengage from school (Ladson-Billings, 2009). This gap between students’ cultural needs and the instructional practices employed in classrooms highlights a pressing need to examine the extent to which CRP is being integrated into high school social studies instruction in Georgia.

This research method is guided by the theoretical orientation of Culturally Relevant Pedagogy (CRP), as conceptualized by Gloria Ladson-Billings (1995), and informed by related asset-based pedagogical approaches, including culturally responsive pedagogy (Gay, 2018) and culturally sustaining pedagogy (Shaw, 2022). CRP emphasizes three pillars: academic success, cultural competence, and critical consciousness, which aim to affirm students’ cultural identities while engaging them in rigorous learning and fostering sociopolitical awareness. In alignment with this framework, this research investigates how high school social studies teachers in Georgia incorporate CRP in their planning and instruction to leverage students’ cultural backgrounds for both academic and psychosocial development. To explore these practices and perceptions, the study employs a qualitative research design, allowing for an in-depth examination of teachers’ instructional strategies, challenges, and experiences in implementing culturally relevant and asset-based pedagogical approaches.

The research revealed that while teachers incorporate certain aspects of Culturally Relevant Pedagogy (CRP) into their instruction, they do not apply these principles consistently across all of their instructional strategies and planning. The data indicate that novice and early career educators are more likely to incorporate Culturally Relevant Pedagogy (CRP) principles into their instructional practices and planning, largely because they were exposed to these pedagogical approaches during their pre-service teacher education. In contrast, veteran teachers reported that they had not received formal training in CRP during their pre-service programs. Despite this, veteran teachers demonstrated that, over time, they had independently integrated aspects of CRP into their teaching due to the diverse nature of their classrooms.

This study clearly supports previous research indicating that many teachers require additional education and training to effectively implement Culturally Relevant Pedagogy (CRP) (Howard & Rodriguez-Scheel, 2017). These findings reinforce the importance of teacher preparation programs and professional development opportunities that focus on equipping teachers with the knowledge and skills necessary to meet the cultural and academic needs of all students. Finally, the data from the study indicate that some veteran teachers experience a degree of discomfort when implementing CRP. These teachers appear less likely to embed CRP principles into their instructional and planning practices due to feelings of fear, uncertainty, and concerns about potential legal ramifications.

Key Terms: Authentic Learning, Culturally Relevant Pedagogy, Culturally Responsive Pedagogy, Culturally Sustaining Pedagogy, Asset Pedagogical Model, Deficit Pedagogy, Cultural Capital, Feminism, Marginalized Groups, and Culturally Inclusive.