Digesting Diversity: Integrating Foodways to Create a Culturally Relevant Education in Secondary Schools

Abstract

The student population of the United States is becoming more ethnically and culturally diverse, yet few changes to pedagogy and curriculum have been made to reflect this demographic shift. This exploratory case study determined what secondary teachers know about multicultural pedagogical practices and which, if any, of these practices are routinely being implemented in the classroom. The data collected from surveys, interviews, and document analysis answered the following research questions: Why are multicultural pedagogical practices, such as culturally relevant pedagogy and culturally responsive teaching, important in secondary schools? How much awareness do secondary teachers have concerning the importance of culturally relevant pedagogy and culturally responsive teaching? How often and in what ways do teachers create culturally relevant education through their pedagogy? How are foodways a resource to increase multicultural pedagogical practices? The goal of culturally relevant pedagogy is to increase cultural competency among all students while addressing the unique culturally-based learning styles of ethnic minority students. These practices will create an educational experience that is more inclusive of all cultures represented in the student population. The study found while many teachers have an awareness of the importance of culturally relevant education, they may be hindered in their implementation of multicultural pedagogical practices. It was determined that foodways, while not specifically mentioned in state standards or school district curriculum guides, could be integrated into courses of core subject areas to create culturally relevant education.