[10] In response to these challenges, some researchers and teachers believe that education should be adapted to "match the cultures students bring with them from home".
[8]: 946 One key educational researcher who has contributed significantly to the progression of culturally relevant teaching is Geneva Gay.
The first dimension is content integration where teachers make a conscious effort to represent a variety of cultures in the curriculum and teaching.
The second dimension of knowledge construction asks learners to begin questioning and critically analyzing the biased, and previously accepted, curriculum.
The purpose of Banks' fourth dimension is to tailor teaching methods to ensure success of students from all cultures.
Teachers who achieve these dimensions, and thus fully realize the impact of culturally relevant teaching, cherish learners who question, seek answers through inquiry, and embrace a mindset of social justice.
[15] His aim was for educators to see diverse languages and cultures as an asset in the classroom instead of an obstacle that students needed to overcome to be successful.
These characteristics are: In the context of British university business schools, in 2013, Jabbar and Hardaker proposed a five-pillar framework that is designed to support academics in understanding the pertinent aspects of developing pedagogy for students from culturally and ethnically diverse backgrounds in UK higher education.
[21] Principles of culturally relevant pedagogy (CRP) include: Gloria Ladson-Billings has several research projects and articles where she interviewed educators at diverse schools.
After identifying several exceptional teachers in public schools in low-socioeconomic, mostly African American school districts, Ladson-Billings spent time observing and trying to explain their success with students who are typically pushed to the margins by public education, finding that all of the teachers shared pride in and commitment to their profession and had an underlying belief that all children could be successful.
[45] Optimistically, technology offers the unique chance for educators to bridge the curriculum of school to the 21st century learner, as culturally relevant teaching intends.
Yet, when used correctly, "computer technology can provide students with an excellent tool for applying concepts in a variety of contexts, thereby breaking the artificial isolation of school subject matter from the real-world situations".
According to their literature review, Conole et al. found that for today's students, technology is transferable, integrated, personalized, organized, adaptive, and pervasive.
[47] With technology, learners are able to form social groups and engage in cross-cultural interactions that provide instant feedback and learning challenges beyond the capacity of a single textbook, classroom, or neighborhood.
It can be argued that digital technologies allow learners to be no longer held hostage to the culturally insensitive curriculum of public schools.
Within seconds, learners can access a wealth of information and knowledge and no longer must trust solely the limited perspective presented in their textbook.
[48] Culturally relevant teaching (CRT) has become a growing area of focus in education, but its implementation faces challenges.
Based on data from the National Center for Education Statistics in 2021, 54% of students enrolled in prekindergarten through grade 12 come from racially and ethnically diverse backgrounds.
[53] The Russian Mission School in Alaska incorporates Native American culture with the standard curriculum and emphasizes hands-on activities that are relevant to their local lifestyle.
[8] Toronto (Ontario, Canada)[clarification needed] is currently using arts-education with other pedagogies, including Purpose Driven Education, to encourage authenticity, reclaiming personal power, and self-love through exploration of one's own familial and ethnic history.