Culturally relevant pedagogy includes three tenets: academic success, cultural competence, and sociopolitical consciousness (Ladson-Billings, 1995). Despite personal interests in social justice, many teachers that pursue aspects of culturally relevant pedagogy fail to challenge students to recognize, critique, and act against societal inequities; specially, teachers may struggle to generate sociopolitical consciousness (SPC). This study employs action research to examine a) the nature of the participatory process that leads to the development of specific content, instructional practices, and student outcomes within primary classrooms, and b) how teachers translate the concept of sociopolitical consciousness into specific content, instructional practices, and student outcomes within primary classrooms. Theories that guide this study include asset-based pedagogies and sociocultural learning theories, such as distributed cognition (Cole & Engestrom, 1993). Findings from a qualitative approach to data analysis suggest that SPC is generated in primary students when teachers broaden the lesson planning process to include the qualities of awareness of self and others, critical thinking, and the development of interpersonal skills. Moreover, clear structures for teachers to acquire, process, and transform new knowledge include writing, discussion, and visualization. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]