Culturally Responsive Pedagogy

Most educators understand the need for and importance of culturally relevant pedagogy but may not feel that they have the skills and knowledge to implement it in their classrooms. When educators misinterpret a student’s struggles as disinterest or defiance, they often fail to recognize the systemic barriers at play, including the lack of training and resources necessary to address the diverse cultural and social contexts that shape student experiences. My research introduces polite racism as a critical framework to understand the nuanced and pervasive forms of racial and cultural biases that operate in educational spaces. It explores how these subtle biases manifest in policies, practices, and interactions, often reinforcing inequities under the guise of neutrality or fairness.

By centering the lived realities of Black, Indigenous and racialized students and educators, my work provides actionable insights and strategies to dismantle these barriers and promote equitable outcomes in educational settings. Unlike overt racism, polite racism presents as subtle exclusionary practices disguised as civility or inclusion, subtly undermining the educational experiences of racialized students. This concept highlights how seemingly innocuous actions or comments can perpetuate systemic inequities, often going unnoticed or unaddressed in educational spaces and beyond. Providing this context underscores the importance of recognizing and addressing these behaviors to create more inclusive and supportive learning environments.

Polite Racism in Educational Contexts

Polite racism often manifests in classrooms through subtle interactions and institutional norms, programmed by the various systems we are in and often unconscious to the person perpetuating them or those of the dominant cultural group.

One student in my research shared:

“My teacher said I was ‘exceptionally well-spoken for someone like me.’ I knew it wasn’t a compliment.”

These seemingly innocuous comments perpetuate stereotypes and undermine students’ sense of belonging. Another student observed,

“The curriculum is so white-centered that I never see myself in it. It’s like we don’t exist outside of Black History Month.”

Such experiences highlight how polite racism reinforces systemic exclusion while maintaining a facade of inclusivity.

The Psychological Toll of Polite Racism

W.E.B. Du Bois’s concept of double consciousness resonates strongly with racialized students who navigate the duality of preserving their cultural identity while conforming to dominant societal norms. One participant described the exhaustion of “code-switching”:

“I feel like I have to hide parts of who I am just to fit in and be taken seriously.”

This constant negotiation often leaves students feeling isolated and undervalued, emphasizing the need for systemic change in how educational institutions approach equity and inclusion. By systemic change, I mean a comprehensive and intentional transformation of the structures, policies, and practices that shape the educational environment, ensuring they support equity and inclusion at every level. Although this term is frequently used, many people lack a solid or shared understanding of what it entails. Thus, supporting school districts to develop comprehensive strategies, spending considerable time working with leadership teams to unpack what “the system” is and how its interconnected elements influence whether and how students and staff experience a sense of wellbeing and belonging.

The first step is creating space to recognize our social positionalities, our spaces of privilege through reflectivity. We can’t begin the work until we understand our own biases—it is not a framework or a policy that will eliminate these predetermined biases. How can an educator implement equitable practices when they have not come to terms with their own predispositions? From this foundation of self-awareness, we can begin addressing polite racism through individual actions, such as fostering cultural humility and challenging our biases, as well as by implementing shifts in curricula and instructional practices to reflect diverse perspectives and experiences. Additionally, addressing systemic barriers requires a deliberate effort to dismantle inequities embedded within institutional policies and norms, creating an educational environment that is truly inclusive and equitable for all students.

The Personal Dimension: Educator Self-Reflection

Educators are pivotal in dismantling polite racism in schools. However, many may unconsciously contribute to inequities through implicit biases or lack of cultural awareness. One student shared:

“My teacher thought they were being encouraging, but their words just made me feel like I didn’t belong.”

To address these issues, educators can:

• Reflect on biases through journaling, peer discussions, and self-assessments:

Educators have found that journaling allows them to track patterns in their thoughts and actions, helping them identify and unpack unconscious biases. Peer discussions provide opportunities to learn from others’ experiences and perspectives, fostering growth through honest dialogue. For example, a teacher who engaged in self-assessment realized they often called on students who were more outspoken, unintentionally sidelining quieter students, and adjusted their classroom practices to ensure more equitable participation.

• Engage in professional development on equity, inclusion, and implicit bias:

Effective professional development goes beyond workshops, offering educators practical tools and strategies to implement in their classrooms. For instance, after attending training on implicit bias, one educator redesigned their lesson plans to include diverse authors and perspectives, creating a curriculum that resonated with students from all backgrounds.

• Foster classroom environments that value diverse perspectives and experiences:

In practice, this could look like incorporating student-led discussions where diverse cultural and lived experiences are celebrated. An educator shared how implementing storytelling circles allowed students to share their unique backgrounds, leading to a stronger sense of belonging and community in the classroom. By intentionally creating spaces where every voice is heard, educators can shift classroom dynamics to be more inclusive and affirming.

These practices encourage educators to examine their assumptions and create more inclusive learning spaces.

The Instructional Dimension: Adapting Teaching Methods

Racialized students often feel excluded by Eurocentric curricula that fail to reflect their histories and contributions. One participant remarked:

“We never talk about Black inventors or leaders beyond Martin Luther King Jr. It’s like Black people’s contributions end with the civil rights movement.”

To make classrooms more inclusive:

• Decolonize the curriculum: Incorporate diverse perspectives and amplify marginalized voices

In practice, this could involve revising reading lists to include authors from underrepresented groups, integrating Indigenous knowledge systems into science or history lessons, or using local community histories to supplement standard narratives. For example, an educator might replace a Eurocentric account of Canadian history with stories of resistance and resilience from Indigenous and Afro-Caribbean communities, offering a fuller understanding of the past.

• Use culturally responsive teaching methods: Design lessons that reflect students’ cultural contexts and lived experiences.

This could look like designing math problems that incorporate scenarios relevant to students’ everyday lives or using art and music from students’ cultures to teach broader concepts. An educator might create projects that allow students to explore their cultural heritage and present it to their peers, fostering pride and mutual understanding.

• Encourage critical discussions: Facilitate conversations about systemic inequalities and their impact on education.

Educators can create a safe and structured environment for students to analyze how systemic issues affect their communities. For example, they might use news articles, documentaries, or case studies to spark discussions about racial profiling or educational disparities. Providing question prompts, such as “How does this issue impact our school or neighborhood?” helps guide the conversation while encouraging students to think critically.

Addressing Systemic Barriers in Education

Educators with the desire to implement culturally relevant pedagogy often experience systemic barriers limiting their ability to engage in reflective practice or adopt new instructional practice. The barriers and recommendations outlined below are drawn from my qualitative research and a comprehensive review of the literature, reflecting the lived experiences of racialized students and educators within academic institutions. While I firmly believe these recommendations are critical for fostering equity and inclusion, I recognize that their implementation will require sustained effort, investment, and a commitment to systemic change. Given the staffing shortages and high levels of burnout among educators, who are already being asked to do more with less, I understand these recommendations may seem idealistic. However, they highlight the urgent need for structural reforms and support mechanisms to create meaningful and lasting impact.

Central to these efforts is the creation of reflective learning spaces, where educators and students critically examine biases, explore diverse perspectives, and build a shared commitment to equity. By embedding reflection into educational practices, we can create environments where all learners feel supported and valued.

A Call to Action: Building Inclusive Classrooms

To truly address systemic inequities in education, we must move beyond performative diversity initiatives. This requires addressing polite racism at both individual and institutional levels. Educators and administrators must actively challenge implicit biases, create inclusive curricula, and foster environments where every student feels seen and valued.

One student poignantly stated:

“I don’t need special treatment—I just need a fair chance to succeed without being judged for who I am.”

By embracing culturally responsive pedagogy, implementing accountability measures, and addressing systemic barriers, we can transform education into a truly equitable space.

Polite racism, while subtle, is a significant barrier to equity in education. By addressing its systemic roots and implementing actionable solutions, educators can create classrooms that empower Black and racialized students to thrive. As one participant noted,

“Education is supposed to open doors—not close them based on the colour of your skin.”

This framework provides a pathway to foster equity, inclusion, and opportunity for all learners. Let us reimagine education as a space where every student has the tools and support, they need to succeed, free from systemic biases.

Citations

Du Bois, W. E. B. (1903). The Souls of Black Folk. Chicago: A. C. McClurg & Co.

hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.

Coen-Sanchez, Karine. 2023a. “How EDI policies are failing international students” https://www.universityaffairs.ca/career-advice/global-campus/how-edi-policies-are-failing-international-students/

Coen-Sanchez, Karine. 2023b. “Not all educators are Teachers.” https://troymedia.com/education/not-all-educators-are-teachers/

Coen-Sanchez, Karine. Manifestations of Afro-Caribbean Cultural Capital in Canada: A Comparison of First and Second Generations of Haitians and Jamaicans. 2024. University of Ottawa, PhD dissertation

Coen-Sanchez, K. (n.d.). Inclusivity in Canadian educational system. Mitacs. Retrieved January 7, 2025, from https://www.mitacs.ca/our-projects/inclusivity-in-canadian-educational-system/

Coen-Sanchez, K. (2024, November 16). I can’t breathe: feeling suffocated by the polite racism in Canada’s graduate schools. University Affairs. https://universityaffairs.ca/opinion/i-cant-breathe-feeling-suffocated-by-the-polite-racism-in-canadas-graduate-schools/

Meet the Expert(s)

Karine Coen-Sanchez

PhD Candidate, University of Ottawa

Karine Coen-Sanchez is a PhD Candidate at the University of Ottawa whose research explores the mobilization of social and cultural capital within Canada’s racialized communities.

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