ABSTRACT
The role of a teacher dictates that they provide a variety of instruction to meet content area, individualized, and group needs; facilitate, monitor, record, assess, and evaluate the learning goals of each child; manage classroom actions and activities; handle the needs of students; and walk in the shoes of children. This chapter examines whether the combination of critical pedagogy and culturally responsive pedagogy would aid in the development of transformative educators who could teach culturally and linguistically diverse children. It seeks to broaden the theoretical and practical underpinnings of critical pedagogy, multiculturalism, race, and ethnicity, and culturally responsive pedagogy as a prelude to racial and ethnic discourses in urban teacher education. African American women scholars and educators have been articulating their experiences in the academy, particularly the linkages between multiculturalism, race, and critical pedagogy. African American female in-service teachers implemented critical pedagogy to help children transform their lives.
