cultural relevance | Campus Safe Words

TERM: cultural relevance
RISK LEVEL: High

Why It’s Risky

The term “cultural relevance” is commonly used in education and curriculum design to describe teaching that reflects students’ backgrounds and lived experiences. However, in conservative-led states, it has become closely associated with DEI frameworks and critical pedagogy—particularly when used to justify content or teaching methods tied to race, gender, or social justice. Under laws such as Florida’s Stop W.O.K.E. Act and Texas Senate Bill 17, public institutions may face scrutiny if “cultural relevance” is used in ways that imply ideological alignment or non-neutral instruction.

Common Critiques

Critics argue that “cultural relevance” often prioritizes identity politics over academic content, dilutes standards, or introduces ideological bias into the classroom. Some legislators view the term as a euphemism for progressive activism in education, where curriculum is adjusted not for academic rigor but for perceived emotional or cultural affirmation. It is also criticized for promoting group-based content selection rather than shared civic or historical foundations.

When It’s Still Appropriate

“Cultural relevance” may be appropriate in education, sociology, or teacher training when used to discuss student engagement strategies, provided it is grounded in peer-reviewed research and focused on learning outcomes. It can also appear in scholarly literature or accreditation standards where it is required. In these cases, it should be framed around pedagogical effectiveness rather than ideological goals.

Suggested Substitutes

1. Student-centered instruction (in pedagogy discussions)

2. Real-world applications (to improve engagement)

3. Locally informed curriculum (for regional relevance)

4. Instructional relevance (in general education planning)

5. Contextualized learning (in teacher development programs)

Notes:
Avoid using “cultural relevance” in mission statements, hiring materials, or public curriculum descriptions without academic justification. When necessary, define the term in pedagogical terms and avoid ideological framing. In politically sensitive environments, emphasize academic engagement and instructional effectiveness over identity-based rationales. Use alternatives that focus on outcomes and skill development rather than cultural affirmation.