Practice into Theory into Practice: Culturally Relevant Pedagogy for Students We Have Marginalized and Normalized

This study is a synthesis of ethnographies conducted in both North American and Australian cross‐cultural and interethnic classrooms. It establishes nine assertions about culturally relevant teaching in such settings. It argues that both the understandings and classroom practices included in these assertions provide teachers with potential starting points, informed by current best practice, for praxis–reflecting upon their own practices within a framework of participatory democracy for all.