4 Culturally Responsive Pedagogy

The CRP Framework

For a long time, education was built on a one-size-fits-all model. We now know, however, that this is not an effective way to teach in a diverse classroom. Culturally Responsive Pedagogy (CRP) asks educators to perform a self-evaluation and consider the ways in which their own biases, intentional or not, may be influencing their teaching habits. It does not ask teachers to forget everything they know or to completely overhaul their teaching style; Instead, it asks them to keep a few things in mind when designing and delivering courses.

Culturally Responsive Pedagogy begins with the recognition that there are cultural perspectives other than our own and we can, whether we intend to or not, allow our own cultural experience or perspective to dominate our work. By asking ourselves these questions related to the institutional, personal, and instructional aspects of our course developments we can open ourselves up to recognizing and disrupting those marginalizing patterns and biases. In finding ways to incorporate and celebrate the cultures of our students we become more culturally fluent, students make stronger connections to the material, and we can foster a mutually supportive community of learning.


Want to get started with a CRP framework? Check out this short video.


Video: “Culturally Responsive and Relevant Pedagogy: The Foundation and Core Components” from the Centre for Research on Educational and Community Services can be found online at https://youtu.be/mySy5dC4lWs



Ladson-Billings, G.J. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco, CA: Jossey-Bass. 

Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.  

Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin Press. 


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