The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
I’m Here for the Hard Re-Set: Post Pandemic Pedagogy to Preserve Our Culture
Abstract
The challenge of the COVID-19 pandemic exposed many of the nation’s vulnerabilities—health care, economic, climate, and educational disparities—and put us all on alert. While many are scrambling for solutions to return to school in safe ways, this article speaks to the need to fundamentally rethink education and consider the pandemic as an opportunity to restart, or more precisely re-set, education using a more robust and culturally centered pedagogy. This article provides examples of the new ideas that scholars and practitioners are employing to ensure academic, cultural, and social success for students who were regularly placed at risk of failure because of their racial, cultural, and socioeconomic status.
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Citations
Cites
Toward a Theory of Culturally Relevant Pedagogy
Ladson-Billings, G. (1995) · American Educational Research Journal · doi:10.3102/00028312032003465 · Cited by 8,057
Self-citationThe Dreamkeepers: Successful Teachers of African American Children.
Delpit, L. D., & Ladson-Billings, G. (1996) · Contemporary Sociology · doi:10.2307/2077209 · Cited by 3,522
Self-citationCultural Ways of Learning: Individual Traits or Repertoires of Practice
Gutiérrez, K. D., & Rogoff, B. (2003) · Educational Researcher · doi:10.3102/0013189x032005019 · Cited by 2,161
We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom
Love, B. L. (2019) · Cited by 1,492
It's Not the Culture of Poverty, It's the Poverty of Culture: The Problem with Teacher Education
Ladson‐Billings, G. (2006) · Anthropology & Education Quarterly · doi:10.1525/aeq.2006.37.2.104 · Cited by 460
Self-citationBeats, rhymes, and classroom life: hip-hop pedagogy and the politics of identity
(2009) · Choice Reviews Online · doi:10.5860/choice.47-2138 · Cited by 333
Chapter 1: Multicultural Education: Historical Development, Dimensions, and Practice
Banks, J. A. (1993) · Review of Research in Education · doi:10.3102/0091732x019001003 · Cited by 269
“Locking the Door Before We Got the Keys”
Henry, K. L., & Dixson, A. D. (2015) · Educational Policy · doi:10.1177/0895904815616485 · Cited by 73
#HipHopEd: The Compilation on Hip-hop Education
(2018) · BRILL eBooks · doi:10.1163/9789004371873 · Cited by 29
Cited by
Culturally Responsive Assessment: Provisional Principles
Walker, M. E., Olivera‐Aguilar, M., Lehman, B., Laitusis, C., Guzman‐Orth, D., & Gholson, M. (2023) · ETS Research Report Series · doi:10.1002/ets2.12374 · Cited by 62
The Real Learning Loss: A Lost Opportunity to Reimagine Schooling
Robbins, K., & Cipollone, K. (2023) · Educational Studies · doi:10.1080/00131946.2023.2169695 · Cited by 12
Metadata
- Authors
- Ladson-Billings, G.
- Venue
- Equity & Excellence in Education
- Publisher
- Informa UK Limited
- Published
- 2021-01-02
- Volume
- 54
- Issue
- 1
- Pages
- 68-78
- ISSN
- 1066-5684 (ISSN-L)
- 1547-3457
- OpenAlex
- W3131910301
- Cited by
- 470
- References
- 9
- FWCI
- 145.54
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
