Culturally Relevant Pedagogy 2.0: a.k.a. the Remix

doi:10.17763/HAER.84.1.P2RJ131485484751

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Culturally Relevant Pedagogy 2.0: a.k.a. the Remix

Journal Article•DOI•

Culturally Relevant Pedagogy 2.0: a.k.a. the Remix

Gloria Ladson-Billings¹•Institutions (1)

University of Wisconsin-Madison¹

13 Mar 2014-Harvard Educational Review (Harvard Education Publishing Group)-Vol. 84, Iss: 1, pp 74-84

TL;DR: In this paper, Ladson-Billings reflects on the history of her theory of culturally relevant pedagogy and the ways it has been used and misused since its inception.

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Abstract: In this article, Ladson-Billings reflects on the history of her theory of culturally relevant pedagogy and the ways it has been used and misused since its inception. She argues for the importance o...

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Journal Article•DOI•

The Theory and Practice of Culturally Relevant Education A Synthesis of Research Across Content Areas

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Brittany Aronson¹, Judson Laughter²•Institutions (2)

Miami University¹, University of Tennessee²

01 Mar 2016-Review of Educational Research

TL;DR: The authors presented a synthesis of research connecting culturally relevant education to positive student outcomes across content areas, with the hope that this synthesis will be useful to educational researchers, parents, teachers, and education leaders wanting to reframe public debates in education away from neoliberal individualism.

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Abstract: Many teachers and educational researchers have claimed to adopt tenets of culturally relevant education (CRE). However, recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this synthesis of research, we sought examples of research connecting CRE to positive student outcomes across content areas. It is our hope that this synthesis will be a reference useful to educational researchers, parents, teachers, and education leaders wanting to reframe public debates in education away from neoliberal individualism, whether in a specific content classroom or in a broader educational community.

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485 citations

Cites background from "Culturally Relevant Pedagogy 2.0: a..."

...A common example, hip-hop pedagogy was one way of teaching and engaging students about societal issues plaguing their communities through lyrics and content-related connections to academic content (Christianakis, 2011; Morrell & Duncan-Andrade, 2002; Ladson-Billings, 2014; Stovall, 2006)....
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...In her most recent work, Ladson-Billings (2014) “remixed” her original theory, building on Paris’s (2012) theory of culturally sustaining pedagogy....
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...The second focused on teacher posture and paradigm, as expressed in the work of Gloria Ladson-Billings (1994, 1995a, 1995b, 2006, 2014) and culturally relevant pedagogy....
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...LadsonBillings asserted pedagogy should be ever evolving to meet the needs of students and “any scholar who believes that she has arrived and the work is finished does not understand the nature and meaning of scholarship” (Ladson-Billings, 2014, p. 82)....
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...In laying out CRE as a research framework, we highlight the foundational work of two researchers: Geneva Gay and Gloria Ladson-Billings....
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Journal Article•DOI•

Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success

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Maria Ong, Janet Smith, Lily T. Ko

01 Feb 2018-Journal of Research in Science Teaching

TL;DR: In this paper, the authors explored the struggle of women of color in STEM education and how those struggles lead them to search out or create counterspaces, and how these spaces function as havens from isolation and microaggressions.

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Abstract: Counterspaces in science, technology, engineering, and mathematics (STEM) are often considered “safe spaces” at the margins for groups outside the mainstream of STEM education. The prevailing culture and structural manifestations in STEM have traditionally privileged norms of success that favor competitive, individualistic, and solitary practices—norms associated with White male scientists. This privilege extends to structures that govern learning and mark progress in STEM education that have marginalized groups that do not reflect the gender, race, or ethnicity conventionally associated with STEM mainstream success, thus necessitating spaces in which the effects of marginalization may be countered. Women of color is one such marginalized group. This article explores the struggles of women of color that threaten their persistence in STEM education and how those struggles lead them to search out or create counterspaces. It also examines the ways that counterspaces operate for women of color in STEM higher education, particularly how they function as havens from isolation and microaggressions. Using a framework of Critical Race Theory (CRT) and intersectionality theory and drawing on interview data from 39 women of color about their STEM higher education experiences, we describe five ways in which counterspaces operate: in peer-to-peer relationships; mentoring relationships; national STEM diversity conferences; STEM and non-STEM campus student groups; and STEM departments. Whereas most research has discussed counterspaces as racially or ethnically homogeneous social groups of peers at the margins, our research found that counterspaces vary in terms of the race/ethnicity, gender, and power levels of participants. We found that counterspaces can be physical settings, as well as conceptual and ideological. Additionally, we identified counterspaces both at the margins and at the center of STEM departments. Thus, our research expands the existing understanding of the types and functions of counterspaces and broadens the definition of what locations can be and should be considered counterspaces. © 2017 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. on behalf of National Association for Research in Science Teaching. J Res Sci Teach 55: 206–245, 2018

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269 citations

Journal Article•DOI•

Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence

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Robert J. Jagers, Deborah Rivas-Drake¹, Brittney V. Williams•Institutions (1)

University of Michigan¹

22 Jul 2019-Educational Psychologist

TL;DR: In this article, a form of Transformative Social and Emotional Learning (SEL) intended to promote equity and excellence among children, young people, and adults is proposed, focusing on issue-specific issues.

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Abstract: This article seeks to develop transformative social and emotional learning (SEL), a form of SEL intended to promote equity and excellence among children, young people, and adults. We focus on issue...

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200 citations

Cites background from "Culturally Relevant Pedagogy 2.0: a..."

...Culturally Relevant Education Notions of culturally responsive (Gay, 2000), culturally relevant (Ladson-Billings, 2014), and culturally sustaining (Alim & Paris, 2017) teaching can be readily found in the literature....
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Journal Article•DOI•

Empathy, Teacher Dispositions, and Preparation for Culturally Responsive Pedagogy:

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Chezare A. Warren¹•Institutions (1)

Michigan State University¹

01 Mar 2018-Journal of Teacher Education

TL;DR: Culturally responsive pedagogy (CRP) offers elaborate empirical and theoretical conventions for becoming an effective teacher of diverse youth as mentioned in this paper, where empathy has been found to improve classroom teachers' performance.

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Abstract: Culturally responsive pedagogy (CRP) offers elaborate empirical and theoretical conventions for becoming an effective teacher of diverse youth. Empathy has been found to improve classroom teachers’...

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184 citations

Cites background from "Culturally Relevant Pedagogy 2.0: a..."

...…responsive pedagogy (CRP) combines the rich body of research known widely as “culturally responsive teaching,” most popularly attributed to the work of Geneva Gay (2010, 2013) and the highly influential empirical research of Gloria Ladson-Billings’ (1994, 1995, 2014) “culturally relevant pedagogy.”...
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...Empathy Through Perspective Taking Perspective taking has been found to help teachers (re)act differently to young people, and others in need, in ways that lead to more favorable (student) outcomes (Arghode, Yalvac, & Liew, 2013; Barr, 2011; Gehlbach & Brinkworth, 2012; Tettegah, 2007; Tettegah & Anderson, 2007)....
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...Empathy is something human beings engage in ordinarily (Decety & Lamm, 2006)....
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...Empathy is the piece of the student-teacher interaction puzzle that connects what a teacher knows or thinks about students and families to what he or she actually does when negotiating appropriate responses to students’ needs, or when the teacher is arranging learning experiences for students....
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...Empathy connects the personhood of teacher candidates, which includes their worldview and beliefs, values, and attitudes regarding race and cultural difference, for example, to the humanity and lived realities of diverse students and families....
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Journal Article•DOI•

Invited Forum: Bridging the “Language Gap”

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Netta Avineri¹, Eric Johnson², Shirley Brice-Heath³, Teresa L. McCarty⁴, Elinor Ochs⁴, Tamar Kremer-Sadlik⁴, Susan D. Blum⁵, Ana Celia Zentella⁶, Jonathan Rosa⁷, Nelson Flores⁸, H. Samy Alim³, Django Paris⁹ - Show less +8 more•Institutions (9)

Monterey Institute of International Studies¹, Washington State University Tri-Cities², Stanford University³, University of California, Los Angeles⁴, University of Notre Dame⁵, University of California, San Diego⁶, University of Massachusetts Amherst⁷, University of Pennsylvania⁸, Michigan State University⁹

01 May 2015-Journal of Linguistic Anthropology

TL;DR: The authors provides a range of voices on the Language Gap, as their aim is to shed light on the need for more critical dialogue to accompany the proliferation of political initiatives, policymaking, educational programs, and media coverage.

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Abstract: This Forum provides a range of voices on the Language Gap, as our aim is to shed light on the need for more critical dialogue to accompany the proliferation of political initiatives, policymaking, educational programs, and media coverage. We highlight some relevant background on the Language Gap and describe some of the research used to support the concept. The diverse slate of Forum contributions that we have assembled approach the Language Gap topic from a range of linguistic anthropological perspectives—theoretical, empirical, political, ethnographic, personal, and experiential. Based on an acknowledgment of the need to improve educational access for economically and culturally diverse students, the subsequent discussions provide a range of perspectives designed to move away from denouncing and altering home language skills as a panacea for academic woes and social inequity. Linguistic anthropology's focus on language learning ecologies, and the sophistication therein, provides a novel perspective on the Language Gap. The contributions included below problematize existing ideologies, demonstrate the wealth of resources within various communities, and propose new directions for school practices and policymaking in an effort to bridge the “language gap” toward a more inclusive and discerning view of linguistic practices across diverse groups. Video Abstract

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147 citations

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References

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Open Access

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CONOCIMIENTO Y ENSEÑANZA: FUNDAMENTOS DE LA NUEVA REFORMA 1 Knowledge and Teaching: Foundations of the New Reform

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Lee S. Shulman

01 Jan 2005

TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection, and argues that this emphasis is justified by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past.

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Abstract: Lee S. Shulman builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection. "This emphasis is justified" he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past". To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching? In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? And What are the implications for teaching policy and educational reform? The answers -informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners- go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars,

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13,211 citations

Journal Article•DOI•

Knowledge and Teaching: Foundations of the New Reform

[...]

Lee S. Shulman

01 Apr 1987-Harvard Educational Review

TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes,...

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Abstract: Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, ...

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12,926 citations

"Culturally Relevant Pedagogy 2.0: a..." refers background in this paper

...More than two decades ago, Shulman (1987) offered a useful rubric for understanding aspects of pedagogy....
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Journal Article•DOI•

Toward a Theory of Culturally Relevant Pedagogy

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Gloria Ladson-Billings

01 Sep 1995-American Educational Research Journal

TL;DR: In this article, the authors propose a culturally relevant theory of education for African-American students in the context of collaborative and reflexive pedagogical research, and explore the intersection of culture and teaching that relies solely on microanalytic or macro-analytic perspectives.

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Abstract: In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

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5,427 citations

"Culturally Relevant Pedagogy 2.0: a..." refers background in this paper

...My work in this area resulted in the development of what I termed culturally relevant pedagogy (Ladson-Billings, 1995)....
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...Indeed, in response to my earlier work (Ladson-Billings, 1995), people regularly asked me why I chose to focus on African American students as subjects for developing a pedagogical theory....
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Book•

The Dreamkeepers: Successful Teachers of African American Children

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Gloria Ladson-Billings¹•Institutions (1)

University of Wisconsin-Madison¹

29 Jan 1994

TL;DR: The New Edition of the New Edition as mentioned in this paper is a collection of essays about culture and its relationship with the New World. 1. A Dream Deferred. 2. Seeing Color, Seeing Culture. 3. We Are Family. 4. The Tree of Knowledge. 5. Culturally Relevant Teaching. 6. Making Dreams into Reality. 7. Discussion Questions.

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Abstract: Foreword to the New Edition. Preface. The Author. 1. A Dream Deferred. 2. Does Culture Matter? 3. Seeing Color, Seeing Culture. 4. We Are Family. 5. The Tree of Knowledge. 6. Culturally Relevant Teaching. 7. Making Dreams into Reality. Afterword. Appendix A: Methodology. Appendix B: Context. Notes. Index. Discussion Questions.

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4,173 citations

"Culturally Relevant Pedagogy 2.0: a..." refers background in this paper

...The students’ artistry, power, and confidence helped reorient audiences toward the idea that learners can be sources and resources of knowledge and skills—a critical component of culturally relevant pedagogy (Ladson-Billings, 2009)....
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...Many times after a poem was recited, the speaker would look at me as if to say, “You expect me to go on after that?” The students’ artistry, power, and confidence helped reorient audiences toward the idea that learners can be sources and resources of knowledge and skills—a critical component of culturally relevant pedagogy (Ladson-Billings, 2009)....
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Journal Article•DOI•

Culturally Sustaining Pedagogy A Needed Change in Stance, Terminology, and Practice

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Django Paris¹•Institutions (1)

Michigan State University¹

01 Apr 2012-Educational Researcher

TL;DR: The notion of culturally sustaining pedagogy was introduced by as discussed by the authors, who argued that teaching and learning relevant and responsive to the languages, literacies, and cultural practices of students across categories of difference and (in)equality.

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Abstract: Seventeen years ago Gloria Ladson-Billings (1995) published the landmark article “Toward a Theory of Culturally Relevant Pedagogy,” giving a coherent theoretical statement for resource pedagogies that had been building throughout the 1970s and 1980s. I, like countless teachers and university-based researchers, have been inspired by what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural practices of students across categories of difference and (in)equality. Recently, however, I have begun to question if the terms “relevant” and “responsive” are really descriptive of much of the teaching and research founded upon them and, more importantly, if they go far enough in their orientation to the languages and literacies and other cultural practices of communities marginalized by systemic inequalities to ensure the valuing and maintenance of our multiethnic and multilingual society. In this essay, I offer the term and stance of culturally sustaining pedagogy ...

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1,921 citations