The theory and practice of culturally relevant education: expanding the conversation to include gender and sexuality equity

Abstract

Many teachers and educational researchers have claimed to adopt tenets of Culturally Relevant Education (CRE), but recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this review, we synthesized literature moving beyond CRE in terms of race and ethnicity into the areas of gender and sexuality equity. Findings and implications offer a reference useful to educational researchers, parents, teacher educators, teachers, and education leaders wanting to reframe public debates in education away from neoliberal individualism.

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