ABSTRACT
Why place? Much educational research and scholarship in the social foundations of education focuses on the concept of “culture” in examining the role of cultural difference in the production of knowledge and in the reproduction of privilege and oppression. “Culturallyresponsive teaching” is often promoted as an antidote to systems of education that have failed particular groups and communities because of a lack of responsiveness to differences in race, class, gender, and other categories of “otherness.” One of the problematic questions suggested by the discourse of culturally-responsive teaching is, to what in culture should one be responsive? What exactly is the relationship between culture and education? What should it be?
