As classrooms become more diverse, not only in North America, but in most Western Countries, calls for more culturally relevant pedagogies that centre the lived experiences of diverse students have taken on greater importance and significance. This is in response to the need for increased engagement and educational success for all learners. I argue that there is need to support teachers who are willing to take on this complex task by providing examples of ways culturally relevant teaching can be implemented in their classrooms. I present the common elements of culturally relevant pedagogy and critical literacy through performance poetry in a grade 12 English class. I conclude with a discussion of the complexities of this kind of teaching praxis and what might be some insights not only for English teachers, but educators who are seeking to find ways of better understanding how to implement culturally relevant practices in their classrooms. (Contains 6 footnotes and 1 figure.)