Create a flyer for "Culturally Responsive Teaching Online and In Person"

For over 30 years, scholars and educators have advocated for the importance of centering student’s cultural frames, into the co-learning exchange of all learners, but in pariticuiliar, Black and Brown students, who have been historically marginalized in educational settings. The Distinction of Drs. Budhai and Lewis Grant’s critical important book: Culturally Responsive Teaching Online and In Person, is the argument that Culturally Responsive teaching (CRT) is not just for in-person instruction, but moreover, CRT can also be facilitated within an online modality.

Budhai and Grant have created a treasure trove of resources for K-12 teachers and teacher educators who are committed to transforming a rapidly-changing world for the better.  Finally, we have a book that concretizes how to maximize culturally relevant pedagogy in contemporary, HyFlex learning environments in real time.

I joyfully offer my endorsement of Culturally Responsive Teaching Online and In Person.  At this critical moment in human history, scholars need a resource like this to be equipped with the tools that will empower teaching and learning at its fullness.  Dr. Stephanie Smith-Budhai and Dr. Kristine Lewis-Grant prove their scholarship in this work, especially by posing questions that lead to critical thinking. As an educator and a life-long learner, I plan to use this work and invite others to join me.  

As teaching and learning environments continue to evolve at breakneck pace, this wonderfully accessible guide is chock full of practical, useful, and actionable advice to help educators successfully navigate their culturally diverse classrooms, schools, and education communities.

This workbook is a much-needed resource that attracts, engages, and supports teacher candidates, as cultural beings, in their transformation to becoming culturally aware, responsive, and humble educators. The authors position future educators to identify, acknowledge, and reflect on the critical role of their evolving racial and cultural identities and the implications thereof when practicing in the classroom.

Our students and their communities need educators who are courageous enough to acknowledge the role race plays as a barrier to learning. Our work is not universally designed if we lack the willingness to address race and racism and the need for culturally responsive teaching, regardless as to whether or not we are engaging students virtually or in-person.

This guidebook addresses many questions and needs for educators to operationalize culturally responsive teaching across learning environments, in-person and online. I appreciate that the guidebook unpacks the work of Ladson-Billing, Gay, and Paris by connecting the theory to practice. I recommend this book for educators who actively engage in anti-bias, equitable, inclusive, and just teaching. The reflection questions, checklist, resources, and exercise are tangible actions for educators to engage moving towards actions in their environments.

As needs, demands, interests, and opportunities for online instruction increases, Culturally Responsive Teaching Online and In Person is a book that will assist educators in the complex task of designing essential learning opportunities with student for academic and social success. This book reminds us that culturally responsive teaching practices are potentially transformative in person and online. Indeed, this book helps educators think about the tools, technology and teaching necessary to build more liberating, humanizing and just spaces of education.