Culturally Relevant Pedagogy in K-12 Online Learning: A Systematic Review
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| Title: | Culturally Relevant Pedagogy in K-12 Online Learning: A Systematic Review |
|---|---|
| Language: | English |
| Authors: | Samantha Viano (ORCID |
| Source: | Review of Educational Research. 2026 96(3):724-760. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Culturally Relevant Education, Elementary Secondary Education, Online Courses, Minority Group Students, Educational Quality, Technology Uses in Education, Blended Learning, Instructional Program Divisions, COVID-19, Pandemics, Asynchronous Communication, Synchronous Communication, Student Needs, Family Involvement, Social Justice, Social Bias |
| DOI: | 10.3102/00346543251320355 |
| ISSN: | 0034-6543 1935-1046 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505157 |
| Database: | ERIC |
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