Exploring the spaces of culturally relevant pedagogy: the discursive (trans)formation of the pedagogical practices of two teachers of English language learners

This discourse-oriented ethnographic case study, using constant comparison, critical discourse analysis (CDA) and cultural-historical-activity theory (CHAT) within a Foucauldian framework, investigates how the pedagogical practices of 2 teachers of English learners were (trans)formed over the course of 1½ academic years, and how their (trans)formation created spaces for culturally relevant pedagogy, and how those spaces promoted the literacy development of English learners.