Guidance on Culturally Responsive-Sustaining Remote Education

By NYU Metro Center CRE Hub
April 3, 2020 3:06 pm


Culturally responsive-sustaining remote education grounds the use of education tools and arranges the educational experience in a cultural view of learning and human development in which multiple expressions of diversity (e.g., race, social class, gender, language, sexual orientation, nationality, religion, ability) are recognized and regarded as assets for teaching and learning. Thus, it is education that is responsive to students’ individual and collective lived experiences, and in particular during this time, their experiences with the COVID-19 pandemic. It does the following:

  • makes education accessible to all students;
  • is co-constructed by students, families, community, and schools;
  • affirms racial and cultural identities to foster positive academic outcomes;
  • develops students’ abilities to connect across cultures;
  • empowers students as agents in their own teaching and learning;
  • anticipates and designs the education experience around and in response to particular social and cultural differences, and
  • contributes to an individual’s engagement, learning, growth, and achievement through the cultivation of meaningfully relevant conversations, activities, and engagements.

One of the missions of culturally responsive-sustaining remote education is that students and teachers become aware of, study, and challenge inequities, as both outgrowths of remote education and features of it. Culturally responsive- sustaining remote education promotes sociopolitical and health agency for students and their families but is also exciting and joyful for students who are seen and loved and therefore can take ownership for their learning.


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