Ladson‑Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675
In this foundational article, Gloria Ladson‑Billings introduces culturally relevant pedagogy as a framework grounded in the instructional practices of teachers who successfully support academically marginalized students, particularly Black students. Ladson‑Billings argues that what is often dismissed as “just good teaching” is, in fact, pedagogically intentional work that centers academic success, cultural competence, and sociopolitical consciousness. Through classroom-based examples, the article challenges deficit views of students and reframes culture as an asset rather than a barrier to learning. Teaching, in this framework, is not neutral; it is a moral and political act that either sustains or disrupts existing inequities.
This article is essential to my teaching philosophy because it affirms my belief that learning must begin with dignity, belonging, and recognition rather than compliance or control.
