  Culturally relevant pedagogy (CRP), initially developed by Ladson-Billings,
is an instructional framework for supporting diverse learners by drawing on
their cultural backgrounds and experiences. In line with the CRP framework, we
developed a tutorial on static equilibrium using skateboarding, a popular
activity on university campuses, as a culturally relevant context. To address
specific student conceptions about static equilibrium documented in the physics
education research (PER) literature, we used the elicit-confront-resolve (ECR)
strategy to develop the tutorial. In this paper, we provide a detailed account
of how we operationalized the ECR strategy in designing the sequences of
questions in the tutorial. Additionally, we present anecdotal evidence to show
that the culturally relevant tutorial appears to effectively engage students
and motivate their interest in learning physics.
