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By the fourth dimension, equitable pedagogy, the teacher uses culturally relevant teaching to change teaching approaches.The purpose of Banks' fourth dimension is to tailor teaching methods to ensure success of students from all cultures.it has been proven to be an effective form of pedagogy for students of all racial and ethnic backgrounds.
Ladson-Billings found that all of the teachers shared pride in and commitment to their profession and had an underlying belief that all children could be successful.
The participating teachers maintained relationships with their students that were “fluid and equitable” and often attended community events in order to demonstrate support for their students.
These teachers also believed in creating bonds with students and developing a “community of learners,” which means that all students worked collaboratively to become responsible for each other's learning.
By making education culturally relevant, it is thought to improve academic achievement.
Although the majority of this practice is undertaken in a primary or secondary school setting, Baumgartner and Johnson-Bailey (2008), have experienced the implementation and discussions of culturally relevant teaching within a higher education environment.
All of which are the key components of constructivism.