" The authors of “We’ve Been Doing It Your Way Long Enough”: Choosing the Culturally Relevant Classroom present culturally relevant pedagogy as an alternative to traditional approaches that have not sufficiently improved academic achievement and educational outcomes." —TC Record
“Being ‘on the right side of change’ means embodying and speaking up for justice, equity, and cultural relevancy. It is a matter of life and death, liberation and transformation, care and love for the lives of People of Color whose very histories, heritages, and literacies, families and communities, are Othered and dehumanized by systems that privilege Whiteness. Teachersof every child must acknowledge that ‘we’ve been doing it your way long enough’— this is the brilliance of the book and the work that lies ahead for all who commit to choosing the culturally relevant classroom.”
—Valerie Kinloch, dean, University of Pittsburgh School of Education
“Baines, Tisdale, and Long capture our hearts by capturing the heart of culturally relevant teaching. In so doing, readers come to understand how and why #BlackLivesMatter in every elementary classroom and the importance of drawing on the cultural wealth of Black children in the teaching of all students. It is impossible to read this book and return to the same old pedagogies and practices. It compels critically conscious educators to say, “We have been doing it your way long enough, we choose the culturally relevant classroom.”
—Nathaniel Bryan, Miami University, Oxford OH
"An engaging demonstration of how to create and normalize restorative, energizing, humane, and culturally relevant classrooms for children and for educators. This volume seamlessly embeds guidance for creating liberating pedagogical practices in order to transform schools for all students and teachers."
—Gloria Boutte, University of South Carolina
Baines, Tisdale, and Long teach us to not only have conscience and act on it, but to engage in culturally relevant teaching in ways that are doable and necessary. I thank them for their art of protest.
—Shashray McCormack, elementary school teacher, Louisville KY
"If you endeavor to more deeply understand what it takes to transform classrooms into culturally relevant, responsive, and sustainable spaces, this is the book to read. It is for anyone who is fed up with inequitable policies and practices. It is a call to action to make pedagogical shifts that truly honor and build on the many cultural strengths of students and communities."
—H. Richard Milner IV, Helen Faison Professor of Urban Education, University of Pittsburgh
"This book lays a strong theoretical and pedagogical foundation for the importance of culturally relevant teaching. It provides vivid examples of how to engage students in learning activities that honor and celebrate their lives. The voices of scholars, practitioners, community members, and students are brilliantly woven throughout and will charge all stakeholders to better serve our students."
—Kamania Wynter-Hoyte, University of South Carolina
