Culturally Relevant Education: Extending the Conversation to Religious Diversity

“Being colorblind is one of the worst things”: White teachers’ attitudes and ethnic‐racial socialization in a rural elementary school

“…Here, Ms. May's proactive ERS was paired with a focus on religious practices that pushed back against Christianity as normative. This practice aligns with Aronson et al (2016) call for teachers to incorporate learning about religious diversity in their classrooms.…”

“…Indeed, merely celebrating holidays teaches children little about the lived experiences and histories of ethnic‐racial and religious groups (Aronson et al., 2016). Little attention, however, has been paid to the integration of conversations about religious diversity within the classroom (Aronson et al., 2016).…”

“…Indeed, merely celebrating holidays teaches children little about the lived experiences and histories of ethnic‐racial and religious groups (Aronson et al., 2016). Little attention, however, has been paid to the integration of conversations about religious diversity within the classroom (Aronson et al., 2016). For example, in a nationally representative survey, over half of the prekindergarten through fifth grade teachers reported that they rarely or never discussed religion in their classrooms and that they felt uncomfortable doing so (Kotler et al., 2019).…”

Incorporating Culturally Relevant Education (CRE) in STEM Gateway Courses

“…Aronson and Laughter (2016) synthesized Gay's (2010) discussion of culturally responsive teaching and Ladson-Billings (1995) culturally relevant pedagogy to define culturally relevant education (CRE). CRE is described as a "collection of pedagogies of opposition" (p. 140) that uses social justice tenets to address the pluralistic nature of our society (Aronson et al, 2016). CRE is seen as encompassing the two frameworks with CRT focusing on the competence and practice and CRP focusing on the attitude and disposition.…”

Critical Reflection and Generativity: Toward a Framework of Transformative Teacher Education for Diverse Learners

“…Third, these three forms of diversity are more consistently studied in the literature. For example, apart from a handful of calls for the inclusion of religion in cultural relevant education (Aronson, Amatullah, & Laughter, 2016; Kimani & Laster, 1999), research on religious diversity is overwhelmingly done outside the United States; empirical research is rare, and it tends to focus on teacher and student beliefs. Diversity in gender and sexual orientation (often handled in tandem) is more significant, yet, as debates over intersectionality have revealed, has complicated interactions with race and ethnicity that scholars rarely attempt to tackle.…”