Despite evidence of promise, the adoption of culturally relevant educational (CRE) approaches to teaching and learning remains sporadic and underwhelming. In this chapter, we question this state of affairs by investigating teacher resistance to CRE. Through our examination of the literature, we have come to understand teacher resistance to CRE as a multilevel learning problem that stems from (a) limited understanding and belief in the efficacy of CRE and (b) a lack of know-how needed to execute it. We therefore characterize resistance as a learning problem, rather than a problem of individual compliance, and view contextual variation in its take up as an opportunity to learn. Framing teacher resistance to CRE as a multilevel learning problem provides a way forward by shifting the perception of resistance as simply negative to an understanding of resistance as a diagnostic tool, or warning signal about when, where, for whom, and why a change can be particularly difficult. By representing our review of the literature as a problem space map, we offer a tool that can be used to pinpoint, anticipate, and preemptively address the multilevel factors that contribute to teachers’ resistance to CRE.

中文翻译：

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（重新）将文化相关教育的抵制视为一个多层次的学习问题

尽管有证据表明有希望，但采用与文化相关的教育 (CRE) 方法进行教学和学习仍然是零星的和令人印象深刻的。在本章中，我们通过调查教师对 CRE 的抵制来质疑这种情况。通过查阅文献，我们已经将教师对 CRE 的抵制理解为一个多层次的学习问题，其原因是 (a) 对 CRE 功效的理解和信念有限，以及 (b) 缺乏执行它所需的专业知识. 因此，我们将阻力描述为一个学习问题，而不是个人依从性问题，并将其吸收的上下文变化视为学习的机会。将教师对 CRE 的抵制视为一个多层次的学习问题提供了一种前进的道路，将抵制的看法转变为简单的消极看法，将其理解为一种诊断工具，或关于何时、何地、为谁以及为什么可以改变的警告信号特别困难。通过将我们对文献的回顾表示为问题空间图，我们提供了一种工具，可用于查明、预测和抢先解决导致教师抵制 CRE 的多层次因素。