By Anastasia Ordonez, Director of Strategic Communications at HEAL Together
This is the fourth in a series of guest blog posts by HEAL Together. HEAL Together is an initiative of Race Forward in partnership with NYU Metro Center and Schott Foundation for Public Education. Together, they are building a movement of students, educators, parents, and school board members in school districts across the United States who believe that an honest, equitable, and fully funded public education is the foundation for a just, multiracial democracy.
“There was huge confusion among school districts about the intentionally vague [Georgia’s Divisive Concepts] law and how it applied. Most of the censorship was unreported self censorship of teachers, by design. The districts who succeeded in advancing culturally responsive curriculum did so by sending a strong signal from leadership–-especially superintendents and school board members–that the district remained committed to Culturally Responsive Education and would support any teachers who came under fire.”
-Julian Fortuna, former high school organizer, Georgia Youth Justice Coalition
When Culturally Responsive Education (CRE) was first introduced as a concept in the 1990s, general education methodology and instruction in the United States was focused on white dominated customs, culture, and voices. Since then, much research has been done on CRE methodology and practices, and its benefits to all students made clear, resulting in increased interest and take-up from educators and communities alike.
Yet as interest grows, so does the backlash. Today, CRE is often lumped in with critical race theory (CRT) and diversity, equity, and inclusion (DEI) efforts, intentionally brought into the “culture wars” of recent years. The result is a confused set of policies at local, state, and federal levels that fail to acknowledge the benefits of CRE to students and education more broadly.
CRE is a holistic approach to education that features the whole student and includes their identity, their family, and their background in curricula and the classroom experience. Importantly, from its very beginnings, CRE has been focused on engaging learners whose experiences and cultures are traditionally excluded from mainstream settings. Black and Brown students, as well as those from immigrant families or with gender-expansive identities, are not often given the chance to see themselves reflected in their learning materials. Supporters of CRE advocate for its full integration into public education because it maximizes engagement, participation, learning, and achievement.
Public education needs a critical policy shift to create truly equitable learning environments in our public schools. In a diverse society like ours, educational equity depends on the capacity of schools to meet students where they are, honor their backgrounds, and empower them to succeed. Incorporating culturally responsive practices is essential to ensuring that every student has an opportunity to thrive academically and otherwise.
CRE is an educational approach that leverages students’ cultural references to improve engagement, learning, and personal growth. This means curriculum, teaching methods, and school practices that reflect and honor the diverse backgrounds of the students served.
From a policy standpoint, the benefits of CRE are clear. Schools that implement CRE practices have demonstrated improved academic outcomes, reduced disciplinary disparities, and increased student engagement. By recognizing the diverse cultural strengths of students, CRE helps close achievement gaps and creates environments where all students feel seen, valued, and supported. Finally, CRE fosters critical thinking and prepares students for a globalized workforce.
Experts agree that the shift towards culturally responsive education is long overdue. Dr. Gloria Ladson-Billings, a leading scholar on culturally relevant pedagogy, emphasizes that “schools must be willing to adapt and transform their practices to meet the needs of diverse learners. This means going beyond the ‘one size fits all’ model to create educational spaces that are responsive to the cultural strengths of each student.”
However, for culturally responsive education to succeed, school districts need more than teacher buy-in—they need policy shifts that institutionalize CRE through budgets, personnel development, curriculum design, and community engagement. They also need policies that protect the efforts of educators to bring CRE into their education efforts.
The first step in ensuring that CRE becomes a district-wide priority is to allocate funding explicitly for culturally responsive programs and resources. This might include:
- Curriculum Development: Investing in curriculum materials that reflect diverse perspectives and histories, especially those that have been historically marginalized.
- Professional Development: Allocating funds for training educators and administrators on culturally responsive teaching practices.
- Support Services: Increasing funding for support staff such as cultural liaisons and counselors who work specifically with students from underrepresented backgrounds.
Policy decisions around budgets are key to sustaining CRE efforts long-term. Without dedicated funding, schools often revert to status quo practices that don’t serve all students effectively. Teachers and administrators need more than just good intentions to implement CRE—they need the knowledge and skills to do so effectively. That’s where personnel development comes in.
School districts should require ongoing professional development on culturally responsive practices. For example, the San Francisco Unified School District offers regular workshops for teachers on anti-racist teaching methods and inclusive curriculum design. Districts should also prioritize hiring staff from diverse backgrounds and providing mentorship programs that help all staff, especially those from underrepresented groups, grow into leadership positions.
At its core, CRE requires rethinking the curriculum. District policies should promote the integration of diverse perspectives into all subject areas, not just relegating them to heritage months or elective courses.
An example of this can be found in New York City’s “Hidden Voices” initiative, which embeds lessons on historically marginalized groups into core subjects like history, literature, and science. These curricular shifts require not just teacher enthusiasm, but also district mandates that ensure culturally responsive curriculum is fully implemented.
Finally—and importantly—CRE cannot succeed without the involvement of the broader community. Districts need policies that facilitate genuine community engagement. Engagement at the community level also strengthens accountability. Families and community members should have a voice in shaping district policies related to CRE.
As Dr. Tyrone Howard, professor of education at UCLA, notes, “Culturally responsive education is not just an instructional strategy—it’s an educational justice imperative that demands intentionality, commitment, and systemic change.”
For school districts ready to take the next step, numerous resources are available to guide the process. Organizations like the National Equity Project and Teaching Tolerance offer materials, professional development opportunities, and policy guides to help schools create more culturally responsive environments. HEAL Together recently partnered with Local Progress and NYU Metro Center to produce a toolkit for school boards and districts that want to implement CRE in their schools.
Ultimately, a district-wide commitment to culturally responsive education is not just about improving academic performance—it’s about creating schools where all students are empowered to succeed and contribute meaningfully to society.
Resources:
- Toolkit: “Advancing Culturally Responsive Curriculum: A Toolkit for School Boards” produced by Local Progress, HEAL Together/ Race Forward, and NYU Metro Center.
- Podcast: Up Close Podcast with Sara Sneed: Stories, Lessons, and Strategies for a Culturally Responsive Classroom on Apple Podcasts
- Blog: Learning from Desegregation-Era Educators with Dr. Marlee S. Bunch – NEA Foundation
THE NEA FOUNDATION IS COMMITTED TO FEATURING DIVERSE VOICES AND PERSPECTIVES ABOUT CRITICAL ISSUES FACING PUBLIC EDUCATION, STUDENTS, AND EDUCATORS. THESE VIEWS DO NOT NECESSARILY REFLECT THOSE OF THE NEA FOUNDATION.
