Culturally Relevant Pedagogy in K–12 Online Learning: A Systematic Review

Abstract

A growing literature examines how online learning can incorporate culturally relevant pedagogy (CRP) to provide high-quality, equitable education to all students with a particular focus on validating and integrating the unique needs and experiences of students from minoritized backgrounds and identities. This systematic review qualitatively analyzes how 42 studies suggest the CRP tenets of academic excellence, cultural competence, and critical consciousness can be incorporated into asynchronous, synchronous, or blended learning overall, by grade level, and online learning modality as well as differences between studies conducted before and during COVID-19. This analysis highlights specific strategies for integrating CRP tenets into online learning with innovative examples from research on how to do so. This synthesis emphasizes the need for further research on how online learning can integrate critical consciousness, particularly involving students in social justice work and power sharing with students.

Keywords

computers and learning instructional practices technology social justice qualitative research distance education virtual learning online learning systematic review culturally relevant pedagogy critical consciousness synchronous instruction asynchronous instruction blended learning COVID-19

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