More being, different doing: Illuminating examples of culturally relevant literacy teaching

Abstract

Preparing literacy teachers for culturally relevant teaching is increasingly critical amidst growing student diversity and pandemic‐associated learning needs. However, despite the prevalence of existing reporting on culturally relevant literacy teaching, there remains a disconnect between the theoretical conception and realized implementation of this work in literacy classrooms. Operationalizing the praxis of culturally relevant literacy teaching has remained elusive due to the contextualized and adaptive nature of the practice. This literature review aims to demystify this praxis by particularizing and grounding the theories and ideas that support culturally relevant teacher practices in literacy and offer examples for preservice and in‐service practice. We conducted a rapid review of 72 articles to explore how culturally relevant literacy teaching has been included in teacher preparation and teaching. Findings include six categories of culturally relevant literacy practices in preservice teacher education and three in in‐service teaching. Results point toward a needed shift away from a curricular focus of this work to one that is pedagogical and student‐centered.