Welcome to the Module on Culturally Responsive Pedagogy Fundamentals!
This module was developed in response to the growing recognition of the importance of culturally responsive pedagogy (CR Pedagogy) in higher education to create inclusive and equitable learning environments. As our student populations become increasingly diverse, you as an educator play a critical role in recognizing and honoring the cultural assets that students bring to your classroom. In alignment with McMaster University’s commitment to Inclusive Excellence—reflected in McMaster’s EDI Strategy: Towards Inclusive Excellence and McMaster’s Partnered in Teaching and Learning Strategy —this module supports our core mission to foster diversity and create space of belonging. It aims to provide you with a foundational understanding of CR Pedagogy and equip you with practical strategies to integrate these practices into your teaching.
CR Pedagogy is a flexible approach applicable across disciplines. However, different programs may require varying levels of adaptation to fully integrate its principles. For instance, while some faculties might naturally embed culturally responsive practices into their curriculum, others—such as those in STEM, business, or professional programs—may need to intentionally contextualize problems and adjust assessment methods to reflect diverse contributions. Evidence of CR Pedagogy’s positive impact is found across fields, including STEM disciplines like Computer Science (Codding et al., 2021; Mack et al., 2019), Calculus (Huang, 2019), and Microbiology (Vasquez, 2022).
The principles and strategies covered in this module are relevant to educators at all stages of their teaching careers in various teaching and learning contexts within higher education. Whether you are teaching in a large university, a community college, or an online setting, the concepts of CR Pedagogy can be applied to enhance student engagement and success.
By the end of this module, you should be able to:
Throughout this module, you will find opportunities for reflection to help you connect CR Pedagogical concepts to your teaching practice. We encourage you to note down your thoughts in this downloadable and editable Reflection Journal.. It is recommended that you download the journal now and refer to it as you move through the module. This journal is not an assessed component of the module, but rather an opportunity for you to reflect on and apply your understanding of the content.
Before we begin, take a moment to reflect on the following question, note your answer in Question 1 of the Reflection Journal:
Codding, D., Alkhateeb, B., Mouza, C., & Pollock, L. (2021). From professional development to pedagogy: An examination of computer science teachers’ culturally responsive instructional practices. Journal of Technology and Teacher Education 29(4), 497-532. https://par.nsf.gov/biblio/10379682
Huang, Y. (2019). Undergraduate students’ perceptions of culturally responsive teaching and their sense of belonging and academic self-efficacy in higher education. Purdue University Graduate School. https://doi.org/10.25394/PGS.9116885.v1
Mack, K.M., Winter, K. and Soto, M. (Eds.) (2019). Culturally Responsive Strategies for Reforming STEM Higher Education, Emerald Publishing Limited, Bingley, pp. i-xii. https://doi.org/10.1108/978-1-78743-405-920191018
Vasquez, S. (2022) Moving beyond content knowledge: Examining the impacts of a culturally responsive microbiology curriculum. Frontiers in Education 7(2022). http://doi.org/10.3389/feduc.2022.956115
In this section, we introduce the foundational concept of Culturally Responsive Pedagogy. In the slides ahead, we’ll explore its roots in critical pedagogies, its core principles, and how it empowers educators to foster equitable and engaging learning spaces for all students.
As you watch the video, there will be two instances (slide 7 and 12) for you to pause and add your responses to two questions in the Reflection Journal.
This activity explains that some aspects of culture are easy to see and are surface level whilst others aren’t, that is considered as deep culture which are not as easily articulated. Move the slide right and left on the image to help understand this further:
Emdin, C. (2016). For white folks who teach in the hood– and the rest of y’all too: reality pedagogy and urban education. Boston, Massachusetts, Beacon Press.
Gay, G. (2000). Culturally responsive teaching: theory, research, and practice. Teachers College Press.
Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003
Gay, G. (2018). Culturally responsive teaching: theory, research, and practice (Third edition.). Teachers College Press.
Ginsberg, M. B., & Wlodkowski, R. J. (2009). Diversity and motivation: culturally responsive teaching in college (2nd ed.). Jossey-Bass.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin.
Jabbar, A., & Mirza, M. (2019). Managing diversity: academic’s perspective on culture and teaching. Race, Ethnicity and Education, 22(5), 569–588. https://doi.org/10.1080/13613324.2017.1395325
Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.2307/1163320
Keith, H.R, Kinnison, S. Garth-McCullough, R & Hampton, M (2023, July) Putting Equity into Practice: Culturally Responsive Teaching and Learning; Equity-Minded Digital Learning Strategy Guide Series. Every Learner Everywhere.
Ontario Educators. (2013, November). Culturally responsive pedagogy: Towards equity and inclusivity in Ontario schools (Special Edition No. 35). The Literacy and Numeracy Secretariat. https://www.onted.ca/monographs/capacity-building-series/culturally-responsive-pedagogy
Paris, D. (2012). Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
Paris, D., & Alim, H. S. (2014). What Are We Seeking to Sustain through Culturally Sustaining Pedagogy? A Loving Critique Forward. Harvard Educational Review, 84(1), 85–100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77
Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: teaching and learning for justice in a changing world. Teachers College Press.
Social Equity Working Group Curriculum Committee. (2022). Culturally responsive pedagogy and practices. In C. Melanson (Ed.), Transforming practice: Learning equity, learning excellence. https://caul-cbua.pressbooks.pub/transformingpractice/
In this section, we focus on developing a culturally responsive mindset by engaging in self-reflection and critically examining our own beliefs, biases, and experiences. You’ll explore strategies for deepening your cultural knowledge and integrating your own identity into your teaching practice. This reflective journey is key to fostering a CR Pedagogical environment.
At the end of this section, please answer question 4 in your Reflection Journal.
Engage in Critical Self-Reflection and Deepening Cultural Knowledge: A Step-by-Step Guide for Educators. (Slide 3)
YouTube Video link for Slide 4: Locating your own social identities and bringing them into the classroom
Levels of Trauma Experience
Abacioglu, C. S., Volman, M., & Fischer, A. H. (2020). Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching. British Journal of Educational Psychology, 90(3), 736–752. https://doi.org/10.1111/bjep.12328
Carello, J. and Thompson, P. (2022). Developing a new default in higher education: we are not alone in this work. Trauma-Informed Pedagogies, 1-12. https://doi.org/10.1007/978-3-030-92705-9_1
Ewert, T. (2021, August 23). Locating your own social identities and bringing them into the classroom [Video]. YouTube. https://www.youtube.com/watch?v=-E1TE1Y-R6c
Gay, G. (2010). Chapter 5: Teaching Authentically. Counterpoints (New York, N.Y.), 356, 45–55.
Johnson-Dhillon, T. (2024, October 16). Safer vs. brave vs. accountable spaces. Bakau Consulting. https://bakauconsulting.substack.com/p/safer-vs-brave-vs-accountable-spaces
Ladson-Billings, G. (2009). The dreamkeepers : successful teachers of African American children (2nd ed.). Jossey-Bass Publishers.
Ledwell, S. (2024, June 18). Unlocking the power of culturally responsive teaching: A guide for college professors. Faulkner University. https://www.faulkner.edu/faculty-newsletter/unlocking-the-power-of-culturally-responsive-teaching-a-guide-for-college-professors/
In this section, we delve into the instructional dimension of CR Pedagogy, focusing on practical strategies that empower you to transform your classroom into an inclusive and dynamic learning environment. Here, you’ll explore how to design and implement teaching practices that honour the diverse cultural assets and lived experiences of your students.
At the end of this section, please answer question 5 in your Reflection Journal.
Ahenkorah, E. (2020, Sept 21). Safe and brave spaces don’t work (and what you can do instead). Medium. https://medium.com/@elise.k.ahen/safe-and-brave-spaces-dont-work-and-what-you-can-do-instead-f265aa339aff
Arao, B., & Clemens, K. (2013). From safe spaces to brave spaces: A new way to frame dialogue around diversity and social justice. In L. M. Landreman (Ed.), The art of effective facilitation: Reflections from social justice educators (pp. 135–150). Stylus Publishing. https://doi.org/10.4324/9781003447580-11
Garth-McCullough, R. (2008). Untapped cultural support: The influence of culturally bound prior knowledge on comprehension performance. Reading Horizons: A Journal of Literacy and Language Arts, 49(1), 1–30. https://scholarworks.wmich.edu/reading_horizons/vol49/iss1/3
Schlobohm, A., & Johnson, J. H. (2024). Courageous Conversations: Preparing Students to Lead in a Politically Polarized Business Environment. Business and Professional Communication Quarterly, 0(0). https://doi.org/10.1177/23294906241233873
Culturally responsive assessment practices are essential for promoting equity, student agency, and meaningful learning. There can be a consideration of how assessments are designed, implemented and evaluated to ensure that they are equitable. The following strategies offer practical approaches to enhance assessment practices, making them more inclusive and reflective of students’ cultural assets.
At the end of this section, please answer question 6 in your Reflection Journal.
Chiu, T. K. F., & Hew, T. K. F. (2018). Factors influencing peer learning and performance in MOOC asynchronous online discussion forum. Australasian Journal of Educational Technology, 34(4), 16-28. https://doi.org/10.14742/ajet.3240
Hanesworth, P., Bracken, S., & Elkington, S. (2019). A typology for a social justice approach to assessment: Learning from universal design and culturally sustaining pedagogy. Teaching in Higher Education, 24(1), 98-114. https://doi.org/10.1080/13562517.2018.1465405
Montenegro, E., & Jankowski, N. A. (2017). Equity and assessment: Moving towards culturally responsive assessment (Occasional Paper No. 29). University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
In this module, you explored the foundational concepts of CR Pedagogy and its pivotal role in fostering inclusive and equitable learning environments. You explored foundational frameworks and practical strategies that challenge traditional teaching paradigms, aiming to honour and celebrate the diverse cultural assets students bring to the classroom. Additionally, you engaged in critical self-reflection to consider how your own teaching can become more culturally responsive. By integrating these principles into your teaching practice, you can create a learning space where all students feel valued, respected, and capable of achieving their highest potential.
As noted at the beginning of this module, by the end of this module you should be able to:
Thank you for engaging with this module. We hope it has inspired you to cultivate a more inclusive educational environment. Remember, this journey does not end here. As you continue to grow and evolve as an educator, keep reflecting, learning, and striving to create a classroom where every student can thrive. The path to becoming a culturally responsive educator is ongoing, and your commitment to this work will make a lasting impact on your students and the broader educational community.
To end this module, we have one final reflection prompt for you to consider, note your answer to question 7 in your Reflection Journal.
Dessources, J. (2017, April 10). TrillEDU: Culturally responsive pedagogy… [Video]. TEDxNewJerseyCityUniversity. YouTube. https://www.youtube.com/watch?v=4KrxfcW7Irg
Gay, G. (2013, May 20). Cultural diversity [Video]. YouTube. https://www.youtube.com/watch?v=qjMMpriR16s
Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., Lypka, A., Topdemir, C., & Feldman, A. (2014). Culturally Responsive Pedagogy in Higher Education: A Collaborative Self-Study. Studying Teacher Education, 10(3), 290–312. https://doi.org/10.1080/17425964.2014.958072
Hall, J. N., Avent, C. M., Boyce, A. S., & Acheampong, K. O. (2023). Culturally responsive evaluation teaching and learning in higher education: A higher calling. New Directions for Evaluation, 2023(180), 85-92. https://doi.org/10.1002/ev.20574
Krasnoff, B. (2016, March). Culturally responsive teaching: A guide to evidence-based practices for teaching all students equitably. Region X Equity Assistance Center, Education Northwest. https://educationnorthwest.org/resources/culturally-responsive-teaching-guide-evidence-based-practices-teaching-all-students
Larke, P. (2013). Culturally Responsive Teaching in Higher Education: What Professors Need to Know. Counterpoints, 391, 38–50. http://www.jstor.org/stable/42981435
Smith, D. R., & Ayers, D. F. (2006). Culturally responsive pedagogy and online learning: Implications for the globalized community college. Community College Journal of Research and Practice, 30(5–6), 401–415. https://doi.org/10.1080/10668920500442125
Taneri, P. O., & Özbek, Ö.Y. (2023). Promoting Diversity and Culturally Responsive Pedagogy in Higher Education. International Journal of Turkish Education Sciences, (21), 765-813. https://doi.org/10.46778/goputeb.1333036
Xie, J., & Ferguson, Y. (2022). STEM faculty’s perspectives on adopting culturally responsive pedagogy. Teaching in Higher Education, 1-19. https://doi.org/10.1080/13562517.2022.2129960
Congratulations on completing a module in the MacPherson Institute Learning Catalogue!
We hope you found the experience meaningful and relevant to your teaching and learning practice. As part of our ongoing effort to improve and grow the Learning Catalogue, we invite you to take just a few minutes to complete a short reflection form.
We know your time is valuable, and we deeply appreciate your willingness to share your thoughts.