In this article, Ladson-Billings reflects on the history of her theory of culturally relevant pedagogy and the ways it has been used and misused since its inception. She argues for the importance of dynamic scholarship and suggests that it is time for a “remix” of her original theory: culturally sustaining pedagogy, as proposed by Paris (2012). Ladson-Billings discusses her work with the hip-hop and spoken word program First Wave as an example of how culturally sustaining pedagogy allows for a fluid understanding of culture, and a teaching practice that explicitly engages questions of equity and justice. Influenced by her experience with the First Wave program, Ladson-Billings welcomes the burgeoning literature on culturally sustaining pedagogy as a way to push forward her original goals of engaging critically in the cultural landscapes of classrooms and teacher education programs.
Skip Nav Destination
Research-Article| March 13 2014
Culturally Relevant Pedagogy 2.0: a.k.a. the Remix
Search for other works by this author on:
Harvard Educational Review (2014) 84 (1): 74–84.
Gloria Ladson-Billings; Culturally Relevant Pedagogy 2.0: a.k.a. the Remix. Harvard Educational Review 1 April 2014; 84 (1): 74–84. doi: https://doi.org/10.17763/haer.84.1.p2rj131485484751
Download citation file:
Don't already have an account? Register
You could not be signed in. Please check your email address / username and password and try again.
Could not validate captcha. Please try again.
Sign in via your InstitutionSign in via your Institution
White Ignorance in Global Education
FRANCINE MENASHY, ZEENA ZAKHARIA
Abigail Orrick, Swati Puri, Mekka A. Smith, Eric Torres
ALYSHA BANERJI, ABHINAV GHOSH, ALYSSA NAPIER, SANTIAGO PULIDO-GÓMEZ, MEKKA A. SMITH