“Today’s classrooms require teachers to educate students varying in culture, language, abilities and many other characteristics… Teachers must create a classroom culture where all students regardless of their cultural and linguistic background are welcomed and supported and provided with the best ability to learn” (Richards 4).


What is Culturally Responsive Pedagogy?

  • “Culturally Responsive Pedagogy facilitates and supports the achievement of all students. In a culturally responsive classroom, effective teaching and learning occurs in a culturally supported, learner centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement” (Richards 4).
  • “Culturally Responsive Teaching involves reflecting on the ways in which we interact with our students and they interact with one another to form positive and affirming experiences” (DYS 14).
  • “Culturally Responsive Teaching involves linking curriculum to our students’ lives in authentic and meaningful ways for the purpose of helping students achieve success” (DYS 15).
  • “Culturally responsiveness expands our capacity to make learning meaningful and successful for every learner every day” (DYS 15).

Effective Culturally Responsive Teaching:

  • “Respect for diversity, engage motivation of all learners, create a safe, inclusive and respectful learning environment, derive teaching practices from principles that cross disciplines and cultures and promote justice and equity in society” (Phuntsog 102).

Issues and Problems of Culturally Responsive Teaching

  • Using handbooks as the “cure-all” educational tonic
  • “Strategies or approaches that work well with one language and ethnic minority students may be perceived to be effective with another group”
  • “One-size fits all mentality runs a great risk of stereotyping students” (Phuntsog)


  1. How Do Teachers Become Culturally Responsive?
  2. Theorists Discuss Culturally Responsive Teaching
  3. Culturally Responsiveness Reflections and Questionnaires
  4. Cultural Capital
  5. Teaching Alternative Texts