ABSTRACT
This chapter focuses on incorporate a critical orientation toward experiential learning and culturally relevant pedagogy to meet the needs of diverse learners. One of the challenges of meeting the needs of students from diverse and historically underrepresented populations in gifted education has been the rhetoric regarding traditional displays of giftedness in the identification process. Critical experiential education calls for multiple ways of “knowing” and values multiple sources of knowledge. One way to bridge this gap between the theory of critical and culturally relevant experiential education and its practice in classrooms is by using the Critical Culturally Relevant Experiential Learning matrix outlined in this chapter as a guide. It focuses on the activities related to air pollution in which the teacher had students listen to the books regarding the relationship between trees and the air.
