While culturally responsive and relevant teaching have gained widespread recognition in the Western world as an effective approach to promoting equity and inclusivity in education, it has also been subject to criticism from some educators (Morrison et al., 2008; Samuels, 2018; Young, 2010). One of the most common criticisms of culturally responsive and relevant teaching is that teachers often do not have the time or resources to fully benefit from it. With heavy workloads, large class sizes, and numerous administrative responsibilities, teachers may find it difficult to incorporate culturally responsive practices into their daily instruction. (Morrison et al., 2008; Samuels, 2018; Young, 2010).

Further reading:

• Morrison, K. A., Robbins, H. H., & Rose, D. G. (2008). Operationalizing culturally relevant pedagogy: A synthesis of classroom-based research. Equity & Excellence in Education, 41(4), 433-452.
• Samuels, A. J. (2018). Exploring culturally responsive pedagogy: Teachers’ perspectives on fostering equitable and inclusive classrooms. SRATE Journal, 27(1), 22-30.
• Young, E. (2010). Challenges to conceptualizing and actualizing culturally relevant pedagogy: How viable is the theory in classroom practice? Journal of Teacher Education, 61(3), 248-260. 

Assignment

Write about your experience with culturally responsive and/or relevant teaching. Have you ever tried to implement teaching methods grounded in multicultural education theory? What advantages and limitations can you identify? Everyone who submits this assignment will receive a reply.