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Theory Into Practice Volume 34, 1995 - Issue 3: Culturally Relevant Teaching
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Original Articles

But that's just good teaching! The case for culturally relevant pedagogy

Gloria Ladson‐Billings Associate professor of education, University of Wisconsin‐Madison, Madison
Pages 159-165 | Published online: 05 Nov 2009

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Tracey Pyscher & Anne Crampton. (2024) Engaging with literacies of resistance. Race Ethnicity and Education 27:3, pages 293-312.
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Christina (Stina) Krist. (2024) Striving for Relationality: Teacher Responsiveness to Relational Cues When Eliciting Students’ Science Ideas. Cognition and Instruction 42:2, pages 207-242.
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Nikoletta Gulya & Anikó Fehérvári. (2024) Fostering culturally responsive pedagogy related competencies among pre-service teachers: a systematic review of the recent research literature. Research Papers in Education 39:2, pages 348-378.
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E. Adah Miller, L. Berland & T. Campbell. (2024) Equity for Students Requires Equity for Teachers: The Inextricable Link between Teacher Professionalization and Equity-Centered Science Classrooms. Journal of Science Teacher Education 35:1, pages 24-43.
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Kathryn Paige, Lisa O’Keeffe & Samuel Osborne. (2024) Silence is not an option: pre-service teachers embedding First Nation knowledge and practices in primary/middle mathematics and science. International Journal of Science Education 46:1, pages 28-45.
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Alan W. Benson. (2024) Using a functional multilingualism framework and online learning to develop professional repertoires and racial literacy for trainee mathematics teachers in London, England. Language, Culture and Curriculum 37:1, pages 92-105.
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Nicole P. Johnson. (2024) Repainting the Stifled Canvas: Awakening Personally and Culturally Relevant Artmaking in Postcolonial Classrooms. Studies in Art Education 65:1, pages 32-47.
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Esther Ayers & Estrella Torrez. (2024) Exploring Cultural Wealth with Latinx Youth: Interweaving Testimonios as a Youth Participatory Action Research Practice. Journal of Latinos and Education 23:1, pages 83-98.
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Shreya Sunderram. (2023) Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam. Journal of Curriculum Studies 55:6, pages 661-681.
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Katherine Pelley. (2023) Interpreting Local Imagery With Racial Literacy: The Art of Clementine Hunter. Art Education 76:6, pages 66-71.
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Christina D. Chin. (2023) Equity Pedagogy: Beliefs Shape Teachers’ Interactions With Students. Art Education 76:5, pages 46-49.
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David A. Housel. (2023) An Exploratory Study of Instructors Who Became Administrators of Post-Secondary ESOL Programs in the United States. The Journal of Continuing Higher Education 71:3, pages 299-313.
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Travis Weiland & Immanuel Williams. (2023) Culturally Relevant Data in Teaching Statistics and Data Science Courses. Journal of Statistics and Data Science Education 0:0, pages 1-16.
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Jessica DeMink-Carthew, Kristie W. Smith, W. Keith Burgess, Susan Y. Leonard, Bogum Yoon, P. Gayle Andrews, James Nagle & Penny Bishop. (2023) Navigating common challenges: Guidance for educators in racial justice work. Middle School Journal 54:4, pages 25-36.
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Kamal Prasad Koirala. (2023) Science Teaching in Culturally Diverse Classrooms: Application of Sociocultural Knowledge at a School System in Nepal. Journal of Science Teacher Education 34:5, pages 544-562.
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David Steele & Sophia Jeong. (2023) “This Type of Teaching Moves Beyond Academic Achievement on Tests as the Only Measure of a Good Science Education and Student Achievement”: Exploring Pre-Service Science Teachers’ Conceptualizations of Justice-Centered Science Pedagogy Through a Class Social Justice Project. Journal of Science Teacher Education 34:5, pages 478-496.
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Valerie E. Valdez & Julie A. Bianchini. (2023) “People Need to Speak Up”: Preservice Secondary Science Teachers’ Movement Toward a Justice-Centered Science Education. Journal of Science Teacher Education 34:5, pages 497-521.
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Brian Gibbs. (2023) Images of violence: can lynching photographs prepare students for the world?. Educational Studies 49:4, pages 567-587.
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Christopher P. Brown, Da Hei Ku, Kate Puckett & David P. Barry. (2023) Preservice teachers’ struggles in finding culturally sustaining spaces in standardized teaching contexts. Journal of Early Childhood Teacher Education 44:3, pages 463-483.
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Kira J. Carbonneau, Yuliya Ardasheva, Lindsay Lightner, Sarah N. Newcomer, Gisela Ernst-Slavit, Judith A. Morrison & Steven J. Morrison. (2023) Moving beyond the classroom: Pre- and in-service teachers’ self-efficacy for working with culturally and linguistically diverse students. Teaching Education 34:3, pages 247-264.
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Sreemali Herath. (2023) Culturally Responsive Peace Education: Teacher Preparation for Post-War Societies. Peace Review 35:3, pages 524-535.
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Eowyn P. O’Dwyer, Jesse R. Sparks & Leslie Nabors Oláh. (2023) Enacting a Process for Developing Culturally Relevant Classroom Assessments. Applied Measurement in Education 36:3, pages 286-303.
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Greg Wiggan, Annette Teasdell, LaGarrett J. King, Alana Murray & ArCasia James-Gallaway. (2023) Countering miseducation: Situating K-12 Social Studies education within the Black Intellectual Tradition. International Journal of Qualitative Studies in Education 36:5, pages 853-876.
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A. Jyoti Kaneria, G. S. Kasun & Ethan Trinh. (2023) I Am Enough: A Decolonial Journey of Conocimiento. Journal of Latinos and Education 22:3, pages 874-892.
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Dolly Eliyahu-Levi & Michal Ganz-Meishar. (2023) K (student): ‘I need to think about new ways to bring their home and culture into the class’. Preservice Teachers Develop a Culturally Relevant Pedagogy. Pedagogy, Culture & Society 31:3, pages 549-567.
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Walter S. Gershon & Robert J. Helfenbein. (2023) Curriculum matters: educational tools for troubled times. Journal of Curriculum Studies 55:3, pages 251-269.
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Edmund Adjapong & Kelly R. Allen. (2023) For White Folks Who Teach Hip-Hop—and the Rest of Ya’ll, Too: Interrogating the Positionality of Hip-Hop Educators and Researchers. Equity & Excellence in Education 0:0, pages 1-14.
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Barry M. Goldenberg. (2023) Remembering Harlem Prep and Multicultural Education in the Long Struggle for Justice. Multicultural Perspectives 25:2, pages 84-95.
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Justina A. Ogodo. (2023) Developing STEM Teachers’ Cultural Competence through an Urban Teaching Curriculum: A Cultural Border Crossing Experience. Journal of Science Teacher Education 34:3, pages 267-286.
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Ann LoBue. (2023) Leadership for educational equity for principals in New York State: policy challenges and opportunities. Journal of Educational Administration and History 55:2, pages 111-127.
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Ganiva Reyes, Racheal M. Banda & Blanca Caldas. (2023) “We’re All in This Boat Together”: Latina/Chicana Embodied Pedagogies of Care. Journal of Latinos and Education 22:2, pages 470-485.
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Jianping Shen. (2023) The theory of bifurcated educational system and its implications for school improvement. International Journal of Leadership in Education 26:2, pages 223-243.
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Jinan El Sabbagh & Corinne Schwarz. (2023) Classroom Communities, Pandemic Portals: Rethinking Solidarity Through Pedagogy and Practice. Educational Studies 59:2, pages 221-235.
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Sibel Akin-Sabuncu, Crystal Chen Lee & Michelle Knight-Manuel. (2023) Opening Pandora’s box: a culturally relevant perspective on elementary teachers’ approaches to educating immigrant and refugee students in Turkey. European Journal of Teacher Education 0:0, pages 1-19.
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Hema Ganapathy-Coleman. (2023) “Do You Know Angreji?” Economically Oppressed Parents on Education, and the Teaching and Learning of English in Schools in India. Journal of Language, Identity & Education 0:0, pages 1-14.
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Rebecca M. Callahan, Anysia P. Mayer, Anthony H. Johnson & Claudia J. Ochoa. (2023) Exploring Organizational Leadership for English Learner Equity . Leadership and Policy in Schools 22:1, pages 99-118.
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Michelle Kwok, Ambyr Rios & Andrew Kwok. (2023) Dispelling Deficit Framing: Investigating Preservice Teacher Beliefs About the Intersections between Literacy Instruction and Culturally Relevant Pedagogy. Teachers and Teaching 29:1, pages 52-69.
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Alexis D. Riley & Felicia Moore Mensah. (2023) “My Curriculum Has No Soul!”: A Case Study of the Experiences of Black Women Science Teachers Working at Charter Schools. Journal of Science Teacher Education 34:1, pages 86-103.
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Sarah Wellberg. (2023) Teacher-made tests: why they matter and a framework for analysing mathematics exams. Assessment in Education: Principles, Policy & Practice 30:1, pages 53-75.
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Chrystalla Mouza, Scott Sheridan, Nancy C. Lavigne & Lori Pollock. (2023) Preparing undergraduate students to support K-12 computer science teaching through school-university partnerships: reflections from the field. Computer Science Education 33:1, pages 3-28.
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Julie Lucille del Valle. (2023) A rough sail for learner-centred education as a global reform policy in the Philippines. Pedagogy, Culture & Society 31:1, pages 109-128.
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Elina M. Amadhila & James Guest. (2022) Teach outside your comfort zone: A qualitative study of higher education students’ conceptions in Namibia. Cogent Education 9:1.
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Christine Wusylko, Zhen Xu, Kara M. Dawson, Pavlo D. Antonenko, Do Hyong Koh, Minyoung Lee, Amber E. Benedict & Swarup Bhunia. (2022) Using a comic book to engage students in a cryptology and cybersecurity curriculum. Journal of Research on Technology in Education 0:0, pages 1-19.
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Sheron L. Mark & Lateefah Id-Deen. (2022) Examining pre-service mathematics and science teachers’ plans to implement culturally relevant pedagogy. Educational Action Research 30:5, pages 725-746.
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Jessica DeMink-Carthew & Eliaquin Gonell. (2022) Lessons learned from teaching social justice education in sixth grade. Middle School Journal 53:5, pages 5-14.
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Beverly Falk. (2022) In Support of a Profession-Wide Performance Assessment for Teacher Certification: Making What Really Matters Count. The New Educator 18:4, pages 328-339.
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Brendan M. Anderson, Katherine C. Herleman, Chris Ebey & Don Haas. (2022) Consider the following: A pilot study of the effects of an educational television program on viewer perceptions of anthropogenic climate change and ocean acidification. Journal of Geoscience Education 70:4, pages 437-459.
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Andrea J. VanDeusen. (2022) “You want to build a wall?”: politics in the music classroom. Arts Education Policy Review 123:4, pages 169-177.
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Katia Ciampa, Dana M. Reisboard & Nadine C. McHenry. (2022) What Analysis Reveals about Teacher Educators’ Understanding of Culturally Responsive Instruction and Translation into Practice. The Teacher Educator 57:4, pages 365-385.
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Cheyeon Ha & Alysia D. Roehrig. (2022) The satisfaction of basic psychological needs and children’s reading growth in culturally relevant summer reading contexts. Educational Studies 0:0, pages 1-18.
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Anna Hickey-Moody & Christine Horn. (2022) Family stories as resources for a decolonial culturally responsive pedagogy. Discourse: Studies in the Cultural Politics of Education 43:5, pages 804-820.
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Solvegi Shmulsky, Ken Gobbo & Steven Vitt. (2022) Culturally Relevant Pedagogy for Neurodiversity. Community College Journal of Research and Practice 46:9, pages 681-685.
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Jessica Ostrow Michel. (2022) Charting students’ exposure to promising practices of teaching about sustainability across the higher education curriculum. Teaching in Higher Education 27:6, pages 787-813.
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Kathleen Jablon Stoehr & Marta Civil. (2022) Conversations between Preservice Teachers and Latina Mothers: An Avenue to Transformative Mathematics Teaching. Journal of Latinos and Education 21:4, pages 366-378.
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Sarah N. Newcomer & Kathleen M. Cowin. (2022) The power and possibility of stories: Learning to become culturally sustaining and socially just educators. Review of Education, Pedagogy, and Cultural Studies 44:4, pages 354-382.
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Clarisse Halpern, Burhan Ozfidan & Shahid Rasool. (2022) Pre-Service Teachers’ Perceptions of Cultural Competence to Teach Culturally and Linguistically Diverse Students. Journal of Multilingual and Multicultural Development 0:0, pages 1-16.
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Tracey Hunter-Doniger, Nenad Radakovic, William Ian O’Byrne, Britnee Adams, Emma Gourdie, Christian Heckman & Dillan Smith. (2022) 3D Printed Iron Gates: Celebrating an African American Artist Through a Transdisciplinary Lesson. Art Education 75:4, pages 33-38.
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Cara F. Ward & Lisa B. Buchanan. (2022) Memorializing whiteness in state standards and local history: A critical sociohistorical consciousness analysis of The Coup of 1898 and Southern racial violence. Whiteness and Education 7:2, pages 175-193.
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Shea N. Kerkhoff, Nadia Behizadeh & Elsie Lindy Olan. (2022) Moving toward Praxis: Disrupting the Banking Model in English Teacher Education. The New Educator 18:3, pages 240-255.
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Tricia Clark-Fookes. (2022) Inquiry and Reverse Chronology Pedagogies for Social Inclusion in School-based Dance Programs. Journal of Dance Education 22:3, pages 175-180.
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Meir Muller. (2022) Pre-service teachers engage young children in equity work. Journal of Early Childhood Teacher Education 43:3, pages 347-362.
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Mica Pollock & Mariko Yoshisato. (2022) #USvsHate: the power and core tensions of using an ‘anti-hate’ onramp for K12 antiracism today. Race Ethnicity and Education 25:4, pages 461-486.
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Kerry M. Deas & Ruben Mina. (2022) Training Human Service Professionals: Using Intersectionality as a Strategy for Eliminating Anti-Black Racism. Journal of Teaching in Social Work 42:2-3, pages 227-246.
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Carla Luguetti, Loy Singehebhuye & Ramón Spaaij. (2022) Towards a culturally relevant sport pedagogy: lessons learned from African Australian refugee-background coaches in grassroots football. Sport, Education and Society 27:4, pages 449-461.
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Tenisha L. Tevis, Judith G. L. Martinez & Yuritzi E. Lozano. (2022) Disrupting white hegemony: A necessary shift toward adopting critical approaches within the teaching and learning environment. International Journal of Qualitative Studies in Education 35:4, pages 341-355.
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Jody N. Polleck, Tashema Spence, Shanita Rapatalo & Jordan Yarwood. (2022) Using a Lab Model to Prepare and Empower Alternative School District Educators for Culturally Responsive-Sustaining Literacy Instruction. Literacy Research and Instruction 61:2, pages 177-208.
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Francesca López. (2022) Can educational psychology be harnessed to make changes for the greater good?. Educational Psychologist 57:2, pages 114-130.
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Tamara T. Butler. (2022) Disruptions at the edges: Ecotone crossing with Black and Indigenous creative pedagogues. Curriculum Inquiry 52:2, pages 205-217.
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Cheryl R. Ellerbrock & Eugenia Vomvoridi-Ivanovic. (2022) Setting the stage for responsive middle level mathematics teaching: Establishing an adolescent-centered community of care. Middle School Journal 53:2, pages 12-21.
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Corbin M. Campbell. (2022) Exemplar Teaching Practices in STEM Courses in U.S. Universities. Journal of College Science Teaching 51:4, pages 21-26.
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Peeper McDonald & Catherine Y. Chang. (2022) Creating social change through culturally responsive counseling practices: a look at the multiracial population. Journal of Counselor Leadership and Advocacy 9:1, pages 21-31.
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Ruchi Agarwal-Rangnath. (2021) Teaching for Social Justice in Early Childhood Classrooms: Developing Humanizing and Critical Spaces for Young Children. Multicultural Perspectives 23:4, pages 197-205.
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Fernando Naiditch. (2021) Implementing co-teaching to support the language socialization process of immigrant students (La práctica de la coenseñanza para fomentar el proceso de socialización lingüística de los alumnos inmigrantes). Culture and Education 33:4, pages 786-811.
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Melanie M. Acosta & Shaunté Duggins. (2021) Growth Through Crisis: Preservice Teachers Learning To Enact Culturally Relevant Literacy Teaching. Action in Teacher Education 43:4, pages 479-495.
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Nicole Mirra, Lauren Leigh Kelly & Antero Garcia. (2021) Beyond fake news: Culturally relevant media literacies for a fractured civic landscape. Theory Into Practice 60:4, pages 340-349.
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Dorinda J. Carter Andrews. (2021) Preparing Teachers to Be Culturally Multidimensional: Designing and Implementing Teacher Preparation Programs for Pedagogical Relevance, Responsiveness, and Sustenance. The Educational Forum 85:4, pages 416-428.
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Mayra C. Daniel & Ximena D. Burgin. (2021) Working with teachers on culturally affirming instruction in Guatemala. Intercultural Education 32:5, pages 477-494.
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Laura Beth Kelly. (2021) An analysis of Spanish use in award-winning children’s picturebooks. Journal of Multilingual and Multicultural Development 42:7, pages 663-676.
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Sara Hagenah & Jessica Thompson. (2021) Teachers’ Attempts to Respond to Students’ Lived Experiences. Journal of Science Teacher Education 32:5, pages 537-557.
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Reginold Daniels. (2021) Still alive: reflections on carcerality, arts and culturally responsive teaching. Research in Drama Education: The Journal of Applied Theatre and Performance 26:3, pages 406-418.
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Jessica Ostrow Michel & Adam Zwickle. (2021) The effect of information source on higher education students’ sustainability knowledge. Environmental Education Research 27:7, pages 1080-1098.
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Annmarie Alberton Gunn, Susan V. Bennett, Kathleen M. Alley, Estanislado S. Barrera IV, Susan Chambers Cantrell, Lasonya Moore & James L. Welsh. (2021) Revisiting culturally responsive teaching practices for early childhood preservice teachers. Journal of Early Childhood Teacher Education 42:3, pages 265-280.
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Babatunde Fagbayibo. (2021) Studying the Past in Present Tense: International Law in the Benin Empire. Politikon 48:3, pages 468-485.
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Sarah N. Newcomer, Yuliya Ardasheva, Judith A. Morrison, Gisela Ernst-Slavit, Steven J. Morrison, Kira J. Carbonneau & Lindsay K. Lightner. (2021) “Whoa… Welcome to America!”: Supporting Refugee Background Students’ Socioemotional Well-Being, English Language Development, and Content Area Learning. Journal of Research in Childhood Education 35:3, pages 417-437.
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Sunun Park & Youngdal Cho. (2021) Explaining academic achievement gaps in South Korea with multicultural education paradigms. Asia Pacific Journal of Education 41:3, pages 503-526.
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Angeline S. Lillard. (2021) Montessori as an alternative early childhood education. Early Child Development and Care 191:7-8, pages 1196-1206.
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Roni Ellington, Janet Barber, Ahlam Tannouri, Syafrida Syafrida & Asamoah Nkwanta. (2021) The MSU SEMINAL Project: Incorporating Principles of Culturally Responsive Teaching in a Pre-Calculus Course. PRIMUS 31:3-5, pages 296-315.
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Van T. Lac. (2021) “Now I know that meritocracy and the American dream are myths”: employing critical hope in a teacher pipeline program serving minoritized high school students. International Journal of Qualitative Studies in Education 34:5, pages 447-463.
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