Готові списки джерел за темами / Culturally sustaining pedagogies

Добірка наукової літератури з теми "Culturally sustaining pedagogies"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 21 лютого 2023

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Статті в журналах з теми "Culturally sustaining pedagogies"

1

Flint, Amy Seely, Tasha Tropp Laman, and Tambra O. Jackson. "Culturally sustaining pedagogies in education." Theory Into Practice 60, no. 3 (May 11, 2021): 227–30. http://dx.doi.org/10.1080/00405841.2021.1911580.

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2

Paris, Django. "Culturally Sustaining Pedagogies and Our Futures." Educational Forum 85, no. 4 (September 15, 2021): 364–76. http://dx.doi.org/10.1080/00131725.2021.1957634.

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3

He, Ming Fang. "Culturally Sustaining Pedagogies in Hard Times." Multicultural Perspectives 21, no. 1 (January 2, 2019): 63–74. http://dx.doi.org/10.1080/15210960.2019.1574183.

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4

Laster, Barbara, Rebecca Shargel, and Marcia Watson-Vandiver. "Culturally Sustaining Pedagogy Extended: Ethnic Pedagogies." Multicultural Perspectives 22, no. 2 (April 2, 2020): 91–100. http://dx.doi.org/10.1080/15210960.2020.1741366.

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5

Alameddine, Nisreen. "Supporting Muslim Students Through Culturally Relevant, Responsive, and Sustaining Pedagogies." Canadian Social Studies 52, no. 2 (July 12, 2021): 22–38. http://dx.doi.org/10.29173/css20.

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Анотація:
In this article, I discuss a conceptual framework for supporting Muslim students using Culturally Relevant, Responsive, and Sustaining Pedagogies informed by a Collaborative Inquiry approach. The impact of 9/11 and its consequences on Muslim students’ temporal and social contexts calls for a critical stance that questions teachers’ assumptions regarding Muslim students. I examine Critical Pedagogy as the theoretical underpinnings for employing Culturally Relevant, Responsive, and Sustaining Pedagogies with the intent of underscoring the significance of incorporating these pedagogies to build upon teachers’ capacities in honouring the voices of their Muslim students and fostering spaces for these voices to speak up. I explore how teachers can engage in Culturally Relevant, Responsive, and Sustaining Pedagogies through Collaborative Inquiry to meet the needs of Muslim students in ways that acknowledges their narratives and support them in navigating their social and academic environments.
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6

Oskineegish, Melissa, and Leisa Desmoulins. "A Vision Towards Indigenous Education Sovereignty in Northwestern Ontario." in education 26, no. 1 (December 23, 2020): 85–102. http://dx.doi.org/10.37119/ojs2020.v26i1.451.

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To support the calls for Indigenous education sovereignty by the National Indian Brotherhood (1972) and the Assembly of First Nations, (1988), in this paper we explore Indigenous education as envisioned by six educators and knowledge holders in northwestern Ontario. Educators from six different schools and programs who took part in a national project called the National Centre for Collaboration in Indigenous education shared their descriptions and visions of Indigenous education. Findings reveal Indigenous pedagogies that align with Lee and McCarty’s (2017) theoretical framework of culturally sustaining and revitalizing pedagogies to promote and support Indigenous education sovereignty. Their visions include pedagogies grounded in the need for equitable education; Indigenous-led instruction for land-based teachings, traditional practices and languages; and, community-based accountabilities. Their visions illustrate that a deeper understanding of the localized and nationhood contexts of Indigenous sovereignty over education is missing and needed in the ongoing movement towards educational sovereignty. Keywords: Indigenous sovereignty; Indigenous education; culturally sustaining and revitalizing pedagogies
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Khote, Nihal, and Zhongfeng Tian. "Translanguaging in culturally sustaining systemic functional linguistics." Positive synergies 5, no. 1 (January 10, 2019): 5–28. http://dx.doi.org/10.1075/ttmc.00022.kho.

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Abstract In today’s globalized multilingual classrooms, deficit ideologies tend to disregard the cultural capital and mobile semiotic resources that immigrant and culturally diverse students bring with them (Blommaert 2010). There is a growing need to focus on culturally sustaining pedagogies that reframe how we think about teaching multilingual learners (Paris and Alim 2017). By bringing two perspectives – Halliday’s systemic functional linguistics (SFL) (Halliday 1993) theory and García’s (2009) notion of translanguaging – into dialogue, we explore their conceptual alignments and complementarities. Building upon this, we envision culturally sustaining SFL as an integrative framework which holds the promise of fostering meaningful heteroglossic contexts of learning for multilingual learners in supporting their multiliteracies (see Khote 2017; Harman and Khote 2018). Data from one of the author’s English Language Arts (ELA) classroom will further illustrate: (a) how students’ complex linguistic repertoires were mobilized as a foundational resource for developing disciplinary literacy, and (b) how multilingual students engaged with the curriculum to interrogate discourses that diminish their authentic participation in the classroom.
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8

Caraballo, Limarys, and Mariana Souto-Manning. "Co-Constructing Identities, Literacies, and Contexts: Sustaining Critical Meta-Awareness With/in Urban Communities." Urban Education 52, no. 5 (May 13, 2017): 555–60. http://dx.doi.org/10.1177/0042085915618726.

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Анотація:
Mariana Souto-Manning calls for educational researchers to move beyond traditional/oppressive forms of research toward frameworks and methods that center the concerns of participants. Such critical research represents attempts to honor and support participants’ cultures, knowledge, and emerging identities in diverse urban educational contexts, building upon a legacy of culturally responsive research that incites scholars, researchers, and educators to develop and support culturally sustaining pedagogies. The authors in this special issue respond to Souto-Manning’s and Paris’ calls for empirical studies that analyze humanizing and transformative pedagogies to sustain the cultures, languages, and literacies of diverse peoples.
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Liu, Laura B., and Qiong Li. "Culturally and Ecologically Sustaining Pedagogies: Cultivating Glocally Generous Classrooms and Societies." American Behavioral Scientist 63, no. 14 (May 21, 2019): 1983–2006. http://dx.doi.org/10.1177/0002764219850865.

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Анотація:
Generosity is a shared virtue with distinct expressions across cultures and regions. This article engages 26 teacher education students in a/r/tographic exploration of local cultures and ecologies during a 1-week global teacher education program at a large, urban university in China. Participants across eight Chinese provinces/municipalities, and the nations of Brazil, Canada, South Africa, South Korea, and the United States reflected on and shared local cultures and ecologies via photo collage, autobiographical reflection, children’s book creation, and lesson plan creation. This article presents a generosity-inspired theory for culturally and ecologically sustaining pedagogies to demonstrate how local cultures and ecologies shape global norms and understandings and make a case for why such local generosity must be sustained. A/r/tography emerged in this article as a meaningful pedagogical practice for examining, sharing, and appreciating local cultural and ecological generosity across global contexts.
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McCarty, Teresa L., and Bryan McKinley Jones Brayboy. "Culturally Responsive, Sustaining, and Revitalizing Pedagogies: Perspectives from Native American Education." Educational Forum 85, no. 4 (September 15, 2021): 429–43. http://dx.doi.org/10.1080/00131725.2021.1957642.

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Книги з теми "Culturally sustaining pedagogies"

1

Coulter, Cathy, and Margarita Jimenez-Silva, eds. Culturally Sustaining and Revitalizing Pedagogies. Emerald Publishing Limited, 2017. http://dx.doi.org/10.1108/s1479-3687201729.

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2

Good-Perkins, Emily. Culturally Sustaining Pedagogies in Music Education. Taylor & Francis Group, 2021.

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3

Pinnegar, Stefinee, Cathy Coulter, and Margarita Jimenez-Silva. Culturally Sustaining Pedagogies: Language, Culture, and Power. Emerald Publishing Limited, 2017.

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4

Coulter, Cathy, and Margarita Jimenez-Silva. Culturally Sustaining and Revitalizing Pedagogies: Language, Culture, and Power. Emerald Publishing Limited, 2017.

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5

Walker-Dalhouse, Doris, Althier M. Lazar, and Susan Chambers Cantrell. Culturally Sustaining Literacy Pedagogies: Honoring Students' Heritages, Literacies, and Languages. Teachers College Press, 2022.

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6

Walker-Dalhouse, Doris, Althier M. Lazar, and Susan Chambers Cantrell. Culturally Sustaining Literacy Pedagogies: Honoring Students' Heritages, Literacies, and Languages. Teachers College Press, 2022.

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7

Coulter, Cathy, and Margarita Jimenez-Silva. Culturally Sustaining and Revitalizing Pedagogies Vol.30: Language, Culture, and Power. Emerald Publishing Limited, 2017.

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8

Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press, 2017.

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9

Good-Perkins, Emily. Culturally Sustaining Pedagogies in Music Education: Expanding Culturally Responsive Teaching to Sustain Diverse Musical Cultures and Identities. Taylor & Francis Group, 2021.

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10

Culturally Sustaining Pedagogies in Music Education: Expanding Culturally Responsive Teaching to Sustain Diverse Musical Cultures and Identities. Taylor & Francis Group, 2021.

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Частини книг з теми "Culturally sustaining pedagogies"

1

Volk, Dinah, and Erin T. Miller. "Culturally Relevant Pedagogies as the Norm." In Toward Culturally Sustaining Teaching, 121–46. New York, NY : Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9781351108317-6.

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2

Nash, Kindel Turner, and Iris Patricia Piña. "Translanguaging Pedagogies in a Bilingual Preschool Classroom." In Toward Culturally Sustaining Teaching, 35–60. New York, NY : Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9781351108317-2.

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3

Good-Perkins, Emily. "Why Culturally Sustaining Pedagogy for Music Education?" In Culturally Sustaining Pedagogies in Music Education, 10–22. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003099475-2.

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4

Milne, Ann. "A Critical, Culturally Sustaining, Pedagogy of Whānau." In The SAGE Handbook of Critical Pedagogies, 561–73. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781526486455.n57.

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Good-Perkins, Emily. "Practical Implications for the Music Classroom." In Culturally Sustaining Pedagogies in Music Education, 127–39. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003099475-11.

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Good-Perkins, Emily. "Towards a Framework for Culturally Sustaining Music Pedagogy." In Culturally Sustaining Pedagogies in Music Education, 140–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003099475-12.

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Good-Perkins, Emily. "Music Education Standardization and Codification." In Culturally Sustaining Pedagogies in Music Education, 60–76. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003099475-6.

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8

Good-Perkins, Emily. "How Do Our Normalized Practices Impact Children Today?" In Culturally Sustaining Pedagogies in Music Education, 79–85. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003099475-7.

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Good-Perkins, Emily. "Music and the “Civilizing” Mission in the United States." In Culturally Sustaining Pedagogies in Music Education, 38–52. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003099475-4.

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Good-Perkins, Emily. "Musical Epistemology and Music Education." In Culturally Sustaining Pedagogies in Music Education, 107–23. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003099475-10.

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Тези доповідей конференцій з теми "Culturally sustaining pedagogies"

1

Carter-Stone, Laura. "Improvising Culturally Sustaining Pedagogies: Learning From Dramatic Artists Seeking Social Justice." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1575785.

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2

Panther, Leah. "Enacting Agentive, Decolonizing Literacies Through Culturally Sustaining Pedagogies in K–12 Urban Classrooms." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430599.

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Miller, Libbi. "Framing the Writing Classroom: Applying Culturally Sustaining Pedagogies Through Knowledge Transfer Frameworks Purpose." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680697.

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4

Carter-Stone, Laura. "Making and the Meshwork: A Conceptual Review of Research on Culturally Sustaining Adolescent Literacy Pedagogies." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442129.

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Panther, Leah. "Culturally Sustaining Pedagogies as a Framework to Decolonize Literacy Instruction in an Urban High School." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1426782.

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6

Collins, Jazmin, Kami Otero De Owens, Vensan Cabardo, Sarah Hug, Raena Cota, and Enrico Pontelli. "Culturally Sustaining Pedagogies in CS: Modern K12 Outreach and its Adaptability in a Global Crisis." In 2021 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2021. http://dx.doi.org/10.1109/respect51740.2021.9620563.

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7

Cojocaru, Amrit. "Circles of Inclusion: Supporting Refugee Students Through Culturally Sustaining Pedagogies, Trauma-Informed Practices, and Universal Design for Learning." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587344.

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