{'fraction_non_alphanumeric': 0.02375, 'fraction_numerical': 0.00375, 'mean_word_length': 6.556603773584905, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Reflective Practice and Anthropology in Culturally Diverse Classrooms

In this article I argue that reflective practice informed by anthropological perspectives offers a strategy that can help educators address their practice-based "puzzlements" and improve educational practice in culturally diverse classrooms. I present anthropological success stories to show (1) that anthropological concepts such as culture, context, social structure, and power provide productive ways of understanding culturally diverse classrooms; (2) that anthropological methods such as observation, open-ended interviews, and artifact analysis can contribute useful information; and (3) that by drawing on anthropological concepts and information educators can develop useful interventions to improve educational practice.