Culturally Responsive Teaching in the Online Classroom

Abstract

The concept of culturally responsive teaching has long been associated with the traditional, face-to-face classroom. However, the growth of distance education has meant that traditional classrooms are being replaced by online courses, and educators who were used to teaching in face-to-face classrooms now find themselves in a very different situation of teaching online. Culturally responsive teaching is important in all classrooms, and it can be done online. This article examines basic principles of culturally responsive teaching in the context of elearning. It focuses on practical ideas for instructors interested in developing their own culturally responsive online teaching skills.

Contextualizing AI Education for K-12 Students to Enhance Their Learning of AI Literacy Through Culturally Responsive Approaches

“…In this section, why contextualization of the curriculum using culturally responsive approaches is important in AI literacy education will be discussed. Culturally responsive teaching is a pedagogy designed to motivate students by incorporating teaching practices grounded in their experiences and ways in which they make sense of their knowledge [13][14][15][16][17]. It places students' cultural identities at the center of their learning process while Fig.…”

Now, We Understand: The Perceptions of Elementary Dyslexia Interventionists on the Intersectionality of Dyslexia and Culturally Responsive Teaching

“…Banks (1994) and Ladson-Billings (1995) were early in establishing an argument that promoted the inclusion of the background students bring into their classroom settings. Milner (2011) and Rhodes and Schmidt (2018) also contributed to the conversation that supported the inclusion of students' cultures and backgrounds when designing and implementing instruction. As culturally responsive educators, we must first recognize that CRT is not a set of strategies to yield student success; but is a lens to guide instructional practices.…”

Improving Engagement in the Virtual Environment Through Culturally Relevant Expectations and Parent Collaboration for Students With Emotional and Behavioral Disorders

“…We believe that it is important for teachers to work within the framework of culturally relevant pedagogy while serving students with EBD. Using a culturally relevant approach may help ensure that teachers are mindful of students’ beliefs, attitudes, values, behaviors, and sociocultural needs as they assess and integrate these factors into their lesson development, instruction, and classroom adaptations and modifications (Kern, 2015; Rhodes & Schmidt, 2018). To do this, teachers can develop simple questionnaires or class activities aimed at learning more about their students to increase the likelihood that they are creating learning environments where students have voice and choice (Gonzales & Gable, 2017; Milner, 2010; Rhodes & Schmidt, 2018).…”

“…Using a culturally relevant approach may help ensure that teachers are mindful of students’ beliefs, attitudes, values, behaviors, and sociocultural needs as they assess and integrate these factors into their lesson development, instruction, and classroom adaptations and modifications (Kern, 2015; Rhodes & Schmidt, 2018). To do this, teachers can develop simple questionnaires or class activities aimed at learning more about their students to increase the likelihood that they are creating learning environments where students have voice and choice (Gonzales & Gable, 2017; Milner, 2010; Rhodes & Schmidt, 2018). We believe that teachers of students with EBD who have integrated these practices as a part of developing culturally relevant pedagogy may be better able to improve students’ social and emotional skills in addition to designing and implementing successful academic and behavior interventions in traditional classroom settings (Kauffman et al, 2018; Kern, 2015; Morgan et al, 2016).…”