| Abstract: | “Culture” has tended to play a central role in the nomenclature and operationalization of popular frameworks for attending to matters of diversity in education. These frameworks include multicultural education, culturally responsive pedagogy, culturally relevant teaching, cultural proficiency, and cultural competence. In this article, I argue that too tight a focus on “culture,” the meaning of which remains intensely contested, stunts the possibility of real progress toward educational justice. As I will show, although some culture-centric frameworks are grounded in commitments to educational equity, they often are implemented in ways that essentialize marginalized students and mask the forms of structural injustice that feed educational outcome disparities. I argue for a new commitment to centering equity rather than culture in conversations and practices related to educational justice—recommending the equity literacy framework as one way to enact that commitment. |
