Literacy for Justice

They Can Ban the Words, But Not the Work: Why CRT Still Belongs in Literacy Instruction

They Can Ban the Words, But Not the Work: Why CRT Still Belongs in Literacy Instruction

In these uncertain times when political leaders are working to ban words like “diversity,” “equity,” and “critical race theory” from our schools, I want to remind fellow educators of one thing: the work still matters!

Unfortunately, we’ve seen this before. During the 2020 Trump administration (Executive Order 13950), there was a targeted effort to eliminate any references to Diversity, Equity, Inclusion (DEI) or Critical Race Theory (CRT) in federally funded trainings. Now, in 2025, those efforts are resurfacing with updated language, heightened fear tactics, and renewed attempts to silence educators who dare to acknowledge race, culture, or systemic inequities in their practice.

But our students still arrive in our classrooms with names, histories, languages, experiences, families, and communities that deserve to be seen. Banning DEI terminology doesn’t erase the diverse identities of the students in our classrooms. As literacy educators, we have both the responsibility and the power to affirm students through the way we teach reading.

What’s Actually Being Banned?

There is no national law that prevents you from using asset-based or culturally responsive teaching practices in your classroom. These “bans” often come in the form of executive orders, state legislation, or vague district mandates, and they tend to focus more on terminology than on actual instructional methods.

Educators may be advised to steer clear of “critical race theory” or “social justice pedagogy” in public documents or professional development materials. But you are still allowed, and encouraged, to implement research-based strategies that support and reflect the cultural and linguistic assets of your students. This isn’t about defiance. It’s about doing what we know is right and effective.

Asset-Based Literacy Instruction Isn’t Political, It’s Pedagogical

When we teach students to read, we’re not just teaching them how to decode words, we’re teaching them how to make meaning from words. Meaning-making is rooted in identity, language, prior knowledge, and personal connection to the text.

Asset-based teaching means we:

  • View students’ cultures, dialects, and experiences as resources, not deficits (González et al., 2005).
  • Select texts that reflect students’ racial, ethnic, and cultural identities.
  • Invite students to share their perspectives during reading discussions.
  • Use instruction to build not only skills but also confidence and agency.

Culturally responsive literacy instruction leads to stronger engagement, motivation, and comprehension (Gay, 2018; Ladson-Billings, 1995; Paris & Alim, 2017). When children see themselves in books and know that their voices are valued, they read more, think more critically, and feel more connected to school and their education.

This isn’t about politics. It’s about evidence-based practice.

CRT and the Science of Reading: Not Enemies, but Allies

Some say literacy instruction can’t be both structured and culturally responsive. That’s simply not true.

Structured literacy, rooted in explicit phonics, decoding, and comprehension strategies, is essential. However, it doesn’t have to be disconnected from students’ lives. When paired with culturally responsive approaches, it becomes even more powerful.

You can:

  • Teach phoneme-grapheme correspondences using names, foods, or places from your students’ cultures.
  • Choose decodable texts that feature Black and Brown characters, not just animals or unnamed figures.
  • Combine explicit instruction with meaningful, identity-affirming content.

In other words, CRT is the lens, not the curriculum. It helps us ask: Who is this lesson for? Whose knowledge is being centered? What assumptions am I making about my students’ abilities or needs?

Keep Doing the Work, Even If the Language Changes

Yes, the pressure is real. I know there are some educators who are afraid to speak up during PD, who feel silenced in meetings, or who are unsure what they’re “allowed” to say. Here’s my advice:

  • You don’t have to say “CRT” to use it. You can say “affirming,” “inclusive,” “student-centered,” or “asset-based.” The heart of the work remains the same.
  • Know your research. When challenged, point to studies and frameworks that support your approach. Read works like Culturally Responsive Teaching and The Brain by Zaretta Hammond, Funds of Knowledge by Norma González et al., or Culturally Responsive Teaching: Theory, Research, and Practice by Geneva Gay.
  • Use your classroom as your canvas. They can ban the language in policies, but they can’t stop you from building affirming libraries, integrating student identity into your teaching, or believing in the brilliance of every learner.

Final Thoughts: Why Literacy Work Is Justice Work

Teaching reading is a gateway to power, access, and liberation. If we only teach students how to sound out words but ignore the worlds they bring with them, we’ve missed the point entirely.

At Literacy for Justice, we believe that every child is capable, and every educator deserves tools that reflect that truth. Let’s not be intimidated by political noise. Let’s continue to center our students, honor their brilliance, and teach in ways that affirm who they are.

We don’t need permission to do what’s right. And we certainly don’t need a politician’s approval to believe in our students.

References

  • Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice (3rd ed.). Teachers College Press.
  • González, N., Moll, L., & Amanti, C. (Eds.). (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Routledge.
  • Hammond, Z. (2015). Culturally Responsive Teaching and the Brain. Corwin.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
  • Paris, D., & Alim, H. S. (2017). Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World. Teachers College Press.

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