How Pedagogy Makes the Difference in U.S. Schools
Open accessAbstract
Emerging from the modern U.S. civil rights era, scholars have promoted ethnic and multicultural studies as strategies for improving the educational performance of students who have traditionally been marginalized in classrooms nationwide. Among the most marginalized are students who have experienced historic discrimination because of their racial, ethnic, linguistic, and immigrant status. The student population of United States comprises diverse groups. Marginalization and school failure are highest among African American, Latine, Indigenous, and some Asian students. In this essay, I speak to the necessity of more than curricular changes and explore the more than thirty years of research that addresses the demand to employ pedagogical philosophies and strategies that meet the needs of marginalized students. I conclude by describing the impact of COVID-19 on teaching and learning in underserved communities.
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Asset-based alternative schools adopt a holistic approach to education and support.
“In contrast, asset-based alternative schools adopt a holistic approach to education and support (e.g., Ginwright, 2015;Hooks, 2014;Ladson-Billings, 2024;Love, 2019;Paris & Alim, 2017;Stacy et al., 2019).”
From School Reentry: Exploring Healing-Centered Mechanisms for Formerly Incarcerated Transition-Age Black Males in an Urban Intensive, Asset-Based Alternative School (2026) · cites this paper as Ladson-Billings, 2024
The discussion of culturally relevant pedagogy (p. 101) describes attention to students’ academic, developmental, social, and cultural growth. The section on schools’ support for personal needs (p. 107) describes food, technology, and clothing assistance. These passages support a broad approach to education and support, but do not establish that asset-based alternative schools adopt it. (LLM, conf=0.86)
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Research works printed but not linked: 5
- Carl A. Grant and Christine Sleeter, Turning on Learning: Five Approaches for Multicultural Teaching Plans for Race, Class, Gender & Disability (Merrill Publishing, 1989); Geneva Gay, At the Essence of Learning: Multicultural Education (Kappa Delta Pi, 1994); and Carlos E. Cortes, The Mexican American (Arno Press, 1974).
- Gloria Ladson-Billings, "Culturally Relevant Teaching: Effective Instruction for Black Students," The College Board Review 155 (1990): 20-25.
- Martin Haberman, "The Pedagogy of Poverty Versus Good Teaching," Phi Delta Kappan 73 (4) (1991): 290-294, https://kappanonline.org/the-pedagogy-of-poverty-versus-good -teaching. 12 Ibid., 291. 13 Ladson-Billings, The Dreamkeepers. 14 Ibid. 15 Gloria Ladson-Billings, "It's Not the Culture of Poverty, It's the Poverty of Culture: The Problem with Teacher Education," Anthropology & Education Quarterly 37 (2) (2006): 104- 109.
- Harold Miner, "Body Ritual Among the Nacirema," American Anthropologist 58 (3) (1956): 503-507. 110 Dædalus, the Journal of the American Academy of Arts & Sciences How Pedagogy Makes the Difference in U.S. Schools 19 Kris Gutierrez and Barbara Rogoff, "Cultural Ways of Learning: Individual Traits or Repertoires of Practice," Educational Researcher 32 (5) (2003): 19-25.
- Eric Gutstein, Reading and Writing the World with Mathematics: Toward a Pedagogy for Social Justice (Routledge, 2005).
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- Authors
- Ladson-Billings, G.
- Corresponding author
- Ladson-Billings, Gloria
- Venue
- Daedalus
- Publisher
- MIT Press
- Published
- 2024
- Volume
- 153
- Issue
- 4
- Pages
- 96-110
- ISSN
- 0011-5266 (ISSN-L)
- 1548-6192
- OpenAlex
- W4404565399
- Cited by
- 10
- References
- 0
- Citations by year
- 2026: 9 · 2025: 1
- FWCI
- 7.20
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Daedalus (publishedVersion, cc-by-nc)
- Topics
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Education Pedagogy and Practices
- Keywords
- pedagogy, marginalized students, educational equity, school failure, racial and ethnic disparities, immigrant students, Indigenous students, African American students, Latine students, Asian students, COVID-19 pandemic impact on education, underserved populations, civil rights era
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