[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600229-105":59,"doc-detail-600229-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","current-issues-in-comparative-education-cice-volume-24-issue-2-culturally-relevant-pedagogy-in-the-post-covid-19-era","Current Issues in Comparative Education (CICE) - Volume 24 - Issue 2 - Culturally Relevant Pedagogy in the post-COVID-19 Era","","Current Issues in Comparative Education examines culturally relevant pedagogy (CRP) in the post-COVID-19 era through a critical revisit of its three tenets: academic success, cultural competence, and critical consciousness. Kevin Cataldo discusses Gloria Ladson-Billings’ foundations—academic success, cultural competence, and critical consciousness—and challenges the sufficiency of CRP under conditions shaped by systemic racism and ongoing inequalities. The essay reframes academic success via social and emotional learning, arguing that emotional security and regulation underpin students’ critical thinking and learning beyond the pandemic’s disruption.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-comparative-education-cice-volume-24-issue-2-culturally-relevant-pedagogy-in-the-post-covid-19-era/600229/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-in-comparative-education-cice-volume-24-issue-2-culturally-relevant-pedagogy-in-the-post-covid-19-era/600229.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the three tenets of culturally relevant pedagogy (CRP) discussed in the document?","Question",{"text":112,"@type":113},"CRP is framed around academic success, cultural competence, and critical consciousness, following the foundational work attributed to Ladson-Billings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the essay redefine academic success in the post-COVID-19 context?",{"text":117,"@type":113},"It links academic success to social and emotional learning, emphasizing emotion regulation, problem-solving, relationships, and the lifelong process of knowledge growth.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the core idea behind cultural competence in culturally relevant pedagogy?",{"text":121,"@type":113},"Culturally relevant teachers help students affirm and value their culture while acquiring knowledge and fluency in another culture, using students’ culture to guide learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600229,1792908840,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Current Issues in Comparative Education (CICE), Volume 24, Issue 2, Special Issue 2022  \nCulturally Relevant Pedagogy in the post-COVID-19 Era  \nKevin Cataldo  \nMontclair State University  \nIntroduction  \nIn 1995, Gloria Ladson-Billings introduced a landmark essay entitled “But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy” to the world of educational research and teaching. It explained culturally relevant pedagogy (CRP) and its three tenets—academic success, cultural competence, and critical consciousness. LadsonBillings’main argument was that public schools in America were not serving their children and youth of Color1 well.  \nHer argument is still discussed and well-documented in today's literature (see, for example, Emdin 2016, 2021; Gay, 2018; Ladson-Billings, 2021; Muhammad, 2020; Nieto, 2000, 2010). Ladson-Billings (1995a, 1995b, 2001) defines CRP as a form of teaching where teachers use a student's culture to guide student learning. In this view, a culturally relevant teacher: (1) acknowledges that one's culture and identities are dynamic and fluid in society rather than static. In doing so, the teacher becomes responsive to the everchanging cultural, economic, and social contexts of the lives of their students (Nieto, 2000, 2010); and (2) is consciously aware that public schools in America are social institutions that thrive on systemic racism and pedagogical practices of a bygone era (Ladson-Billings, 2001; Lyiscott, 2019) .  \nWith this in mind, in this essay, I will revisit and critically analyze the three tenets of CRP. My unique positionality, specifically my identities as a novice Latino urban educator and doctoral student of Color informs the reflective questions I pose to educationalists throughout this essay. I define an educationalist as individuals who know various principles and pedagogical practices of teaching (e.g., classroom teachers, school leaders, literacy coaches, curriculum writers, and teacher educators) . I will explore the three tenets of CRP by situating Ladson-Billings’ theory in the post-COVID-19 era. I will do so by asking: What does CRP look like in a classroom post-COVID-19? I define the “postCOVID-19 era” as the period after the lockdown imposed on the United States by the pandemic (e.g., closure of businesses and public schools) . By posing such a question, I invite educationalists to critically re-analyze CRP and its need in schools today more than ever before (Ladson-Billings, 2021) .  \nTenet \\#1: Academic Success  \nSchools must make it their priority to provide students with many opportunities to experience academic success. Ladson-Billings (1995a, 1995b, 2001) argued that for students to become successful citizens in a democracy, in the United States, they must develop their academic skills (e.g., reading, writing, mathematical, technological, and intrapersonal and interpersonal social and political skills) . Students must develop such critical skills regardless of the social inequalities and inequities present in our society. While I agree with many aspects of Ladson-Billings’argument, I disagree with her overall conclusion that regardless of the social inequalities and inequities (e.g., systemic racism,  \n© 2022, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education, 24(2), 115-118.  \nCataldo  \npoverty, persistent social and economic inequalities, and lack of appropriate school funding), students should be expected to develop their academic skills fully.  \nIn other words, how can students grow as critical thinkers and learners if they are not taught how to acknowledge and regulate their emotions–which are consistently influenced by the negative impacts of social, economic, and political inequalities and inequities present in society? Not all children and youth learn to process these negative interactions and experiences; therefore, they cannot reach the level of critical th","cbCaik1ctTLAdofJ","https://ap.wps.com/l/cbCaik1ctTLAdofJ","pdf",125186,"English","# Introduction\n# Tenet 1: Academic Success\n# Tenet 2: Cultural Competence","[{\"question\":\"What are the three tenets of culturally relevant pedagogy (CRP) discussed in the document?\",\"answer\":\"CRP is framed around academic success, cultural competence, and critical consciousness, following the foundational work attributed to Ladson-Billings.\"},{\"question\":\"How does the essay redefine academic success in the post-COVID-19 context?\",\"answer\":\"It links academic success to social and emotional learning, emphasizing emotion regulation, problem-solving, relationships, and the lifelong process of knowledge growth.\"},{\"question\":\"What is the core idea behind cultural competence in culturally relevant pedagogy?\",\"answer\":\"Culturally relevant teachers help students affirm and value their culture while acquiring knowledge and fluency in another culture, using students’ culture to guide learning.\"}]","Current Issues in Comparative Education (CICE) - Volume 24 - Issue 2 - Culturally Relevant Pedagogy in the post-COVID-19 Era | PDF",1792090283]