The vast majority o f the institutions that comprise the Council o f Christian Colleges and
Universities (CCCU) fall short o f their stated diversity objectives. In view o f this gap in practice, the
author argues that CCCU educators should explore Culturally Responsive Pedagogy’s (CRP) trans-
formative potential for the teaching and learning that takes place in their multicultural classrooms.
This article examines several ways in which this approach challenges common majority-culture edu-
cators’ assumptions about culture, power, and teacher-student roles and discusses suggestions for
CCCU educators’ professional development and personal transformation in light o f CRP.
Key Words: culturally responsive pedagogy, multicultural classrooms, funds o f knowledge, commu-
nity cultural wealth, teacher-student role reversals