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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.
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.
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.
In the third dimension, the teaching focus shifts to encouraging cross-cultural interactions in an effort to reduce prejudice.
Gloria Ladson-Billings has several research projects and articles where she interviewed diverse schools. After identifying several exceptional teachers in public schools in low-socioeconomic, mostly African American school districts, Ladson-Billings spent time observing and trying to explain their success with students who are typically pushed to the margins by public education.
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.
it has been proven to be an effective form of pedagogy for students of all racial and ethnic backgrounds.
For instance, in Canada, research reflects the need to bridge the gap between traditional Aboriginal education and Western education systems by including spirituality in Aboriginal educational practices.