This reflection on practice discusses action research involving two pedagogical tools, identity boxes and culture quilts, which utilize the praxis of culturally responsive pedagogy. These tools were used to build classroom community and help students examine how their lives and education reflected “cultural themes of the society, personal themes, institutional themes, and social histories” (Creswell, 1998, p. 49). A qualitative examination of student response to the use of these tools indicated a strengthening of classroom community and the beginning of a transformative openness to, and critical examination of, cultural concepts based in what the authors term differentialities.

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