In this paper, we examine the enactment of culturally relevant education in an urban early childhood setting in the US. This descriptive case study used a sociocultural framework that emphasizes the relationship between structure and agency. The research question that guided the study was: How does an urban, non-profit early childhood educational center focused on the needs of culturally and linguistically diverse students and families enact culturally relevant education? The findings indicated that both tacit and tangible structures supported the agency of all school stakeholders. Tacit structures included multilingual and multimodal communication, continuous, responsive reflection, and a schema of valuing family engagement, which permeated the institution’s culture. Tangible structures included the school’s faculty, administrators, and staff, the students and families who were served by the school, and the financial resources that were creatively leveraged by the staff and administration. The article concludes with implications and recommendations for stakeholders in a variety of schooling contexts who strive to enact authentic, sustained culturally relevant education.

在本文中，我们研究了在美国城市幼儿期开展的与文化相关的教育的实施情况。这个描述性案例研究使用了强调结构和代理之间关系的社会文化框架。指导该研究的研究问题是：城市的非营利性幼儿教育中心如何关注文化和语言多样的学生和家庭的需求，开展与文化相关的教育？调查结果表明，默认结构和有形结构均支持所有学校利益相关者的代理。默契结构包括多语言和多模式的沟通，持续的，反应迅速的反思以及一种重视家庭参与的模式，这种模式渗透了该机构的文化。有形的结构包括学校的教职员工，管理人员和员工，学校所服务的学生和家庭，以及教职员工和行政部门创造性地利用的财务资源。本文最后为在各种学校背景下致力于实施真实，持续的文化相关教育的利益相关者提供了启示和建议。