Culturally relevant pedagogy (CRP) is a teaching framework that acknowledges and addresses the cultural diversity of students in the classroom by incorporating students’ cultural backgrounds and experiences into the learning process. It involves incorporating culturally affirming practices, utilizing culturally relevant teaching materials, and creating a classroom environment that respects and validates students’ diverse cultural backgrounds. Here are three examples of how CRP can be implemented:
- Incorporating students’ cultural experiences into the curriculum: In CRP, the curriculum should reflect the cultural diversity of students in the classroom. For example, if a teacher is teaching a history lesson, they could incorporate the experiences of diverse communities into the lesson. As Ladson-Billings (1995) explains, “The cultural experiences of minority students must be incorporated into the curriculum, and this incorporation should not be a surface-level activity.”
- Developing positive relationships with students: Developing positive relationships with students is crucial in CRP because it helps to establish a safe and supportive learning environment where students feel valued and respected. As Gay (2000) notes, “Creating a safe and supportive learning environment begins with teachers developing positive relationships with students that are based on mutual respect and caring.”
- Utilizing culturally responsive teaching materials: In CRP, teachers should use teaching materials that reflect the cultural backgrounds of their students. This could include using literature, music, and art that represent diverse communities. As Nieto and Bode (2008) suggest, “Teachers must be knowledgeable about and able to use materials that reflect the cultures and languages of their students, including literature, textbooks, and multimedia resources.”
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.
Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education. Pearson.