Статті в журналах: "Culturally sustaining pedagogies"

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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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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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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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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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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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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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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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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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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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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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Pauly, Nancy, Karla V. Kingsley, and Asha Baker. "Culturally Sustaining Pedagogy Through Arts-Based Learning: Preservice Teachers Engage Emergent Bilinguals." LEARNing Landscapes 12, no. 1 (May 31, 2019): 205–21. http://dx.doi.org/10.36510/learnland.v12i1.988.

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Rooted in arts-based learning, funds of knowledge, and culturally sustaining pedagogies, this paper describes the experiences of a cohort of preservice teachers who co-created arts integration units with emergent bilingual students, engaging them in the creation of plays based on culturally relevant children’s literature. This cohort was designed by eight professors to prepare professionals to serve the needs of culturally diverse and economically vulnerable communities through arts-based teaching and assessment modalities. We share three telling cases about these preservice teachers’ reflections on their pedagogy and their students’ engagement illustrating how the arts can foster inclusive ways of knowing and communicating.

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November, Nancy, Sean Sturm, and ’Ema Wolfgramm-Foliaki. "Performing history: culturally sustaining pedagogies for indigenous students in the historical disciplines." Higher Education Research & Development 40, no. 1 (January 2, 2021): 104–16. http://dx.doi.org/10.1080/07294360.2020.1852183.

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Asaah, Gordon Divine, and Chloe Kannan. "Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World." Journal of Family Diversity in Education 3, no. 1 (April 5, 2018): 99–102. http://dx.doi.org/10.53956/jfde.2018.117.

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Gaynor, Catherine, and Mehtap Akay. "Culturally sustaining pedagogies: Teaching and learning for justice in a changing world." Diaspora, Indigenous, and Minority Education 14, no. 1 (September 23, 2019): 55–56. http://dx.doi.org/10.1080/15595692.2019.1669016.

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Kerr, Brigit Giovanna, and Robin Margaret Averill. "Contextualising assessment within Aotearoa New Zealand: drawing from mātauranga Māori." AlterNative: An International Journal of Indigenous Peoples 17, no. 2 (May 17, 2021): 236–45. http://dx.doi.org/10.1177/11771801211016450.

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There is long-standing disparity between the schooling success of many Māori (Indigenous peoples of Aotearoa New Zealand) learners and non-Māori learners. While much work internationally and nationally has focussed on culturally responsive pedagogies, the idea of culturally sustaining assessment has received less attention. Given the historical dominance of a West-centric education system, assessment practices within Aotearoa New Zealand schools have not necessarily embedded a Māori worldview. Informed by cultural advice, assessment constructs that embody manaakitanga (care, respect, hospitality), wānanga (a forum, a sharing of knowledge, a place of learning) and culturally sustaining pedagogy were examined alongside a literature review and analysis of interviews with four education practitioners. Results show that assessment can be designed to acknowledge Māori learners’ capabilities and educational successes. Findings, presented using a Hauora Approach to Assessment (Well-being Approach to Assessment) framework, provide much needed ways for teachers to contextualise assessment within mātauranga Māori (Maori knowledge system).

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Cioè-Peña, María. "From Pedagogies to Research: Engaging With Culturally and Linguistically Diverse Families of Students With Dis/Abilities." Teachers College Record: The Voice of Scholarship in Education 123, no. 12 (December 2021): 38–66. http://dx.doi.org/10.1177/01614681211070867.

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For decades, educational research has focused on centering the experiences of children of color. From this research arose culturally relevant pedagogies (CRPs) and culturally sustaining pedagogies (CSPs). However, as countless teachers focus on developing more inclusive classroom practices, the cultural needs of parents continue to be ignored. One reason for this is that, while being manifestations of funds of knowledge, CRP and CSP are rooted in the classroom and not the home. As such, there is a need for culturally sustaining research that supports/affirms parents. This article presents how testimonios gathered in Spanish with Spanish-dominant mothers serve as counter-narratives to research that positions them as disengaged. The article also features the ways in which mothers subvert attempts to minimize their parental presence. A preliminary framework for culturally sustaining research is also shared. Participants included 10 Spanish-dominant Latinx mothers from a large immigrant community in New York City. Mothers qualified for inclusion if their child (a) attended a local public elementary school, (b) was in Grades 2 to 6, (c) was classified as having a disability, and (d) was classified as an English language learner by their school. Qualifying children were receiving services in one of three special education settings: bilingual inclusive classrooms, transitional bilingual special education, or monolingual inclusive education. This study employed a combination of qualitative research methods and consisted of two phases. During the first phase, 10 mothers took part in two narrative interviews. For the second phase, three focal mothers, chosen from the larger sample, took part in ethnographic case studies consisting of five additional interviews, two home observations, one communal recollection, and sharing of artifacts. (a) Mothers of emergent bilinguals labeled as disabled (MoEBLADs) are systematically excluded from their child’s education at both the school and district levels. (b) MoEBLADs internalize these experiences and fault themselves for their limited participation in their children’s learning. (c) MoEBLADs subversively make space for themselves in their children’s educational experiences by focusing on contributions they can make outside of school. Research about MoEBLADs typically frames them as unwilling to support and/or incapable of supporting their children academically, signaling that many of the deficit-grounded perspectives MoEBLADs encounter in schools are also present in research. Researchers must address how the language of research contributes to the reinforcement and maintenance of deficit-grounded perspectives calling for a need to shift from inclusive research to culturally sustaining research.

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Momo, Bertrand, Gordon Donald Hoople, Diana Chen, Joel Alejandro Mejia, and Susan M. Lord. "Broadening the Engineering Canon." Murmurations: Emergence, Equity and Education 2, no. 1 (October 23, 2020): 6. http://dx.doi.org/10.31946/meee.v2i1.32.

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Within engineering, Western, White, colonial knowledge has historically been privileged over other ways of knowing. Few engineering educators recognize the impact of ethnocentricity and masculinity of the engineering curriculum on our students. In this paper we argue for a new approach, one which seeks to create an engineering curriculum that recognizes the great diversity of cultural practices that exist in the world. We begin by reviewing key ideas from three pedagogies not typically incorporated in engineering education: Culturally Relevant/Responsive Pedagogy, Culturally Sustaining Pedagogy, and Indigenous Pedagogy. We then present our attempts to develop an engineering curricula informed by these practices. We describe interventions we have tried at two levels: modules within traditional engineering sciences and entirely new courses. We aim to convince readers that these pedagogies may be a key tool in changing the dominant discourse of engineering education, improving the experience for those students already here, and making it more welcoming to those who are not.

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Wynter-Hoyte, Kamania, Eliza Gabrielle Braden, Sanjuana Rodriguez, and Natasha Thornton. "Disrupting the status quo: exploring culturally relevant and sustaining pedagogies for young diverse learners." Race Ethnicity and Education 22, no. 3 (October 11, 2017): 428–47. http://dx.doi.org/10.1080/13613324.2017.1382465.

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Taylor, Leanne. "From the editors: About this issue." Journal of the International Society for Teacher Education 26, no. 1 (July 31, 2022): 1–7. http://dx.doi.org/10.26522/jiste.v26i1.4019.

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The articles in Volume 26, Number 1 of the Journal of the International Society for Teacher Education are organized under the theme Cultural Relevance in Education: International Comparisons. The articles in this issue invite us to consider culturally relevant and sustaining approaches to education in Denmark, USA, Thailand, Canada, and Bhutan. Although the research contexts and foci are different, the authors each explore regional schooling practices, pedagogies, and programs in an effort to understand the ongoing challenges and opportunities that can arise in schooling contexts that seek to meet the complex needs of students and teachers.

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Clark, Shawn. "The Role that Cultural Plays in Fostering Educational Sovereignty for American Indian Youths: A Transformative Mixed Methods Study." Journal of Ethnic and Cultural Studies 9, no. 3 (August 29, 2022): 168–93. http://dx.doi.org/10.29333/ejecs/1102.

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In this Indigenous grounded, transformative sequential explanatory study, the author examines the influence an American Indian way of knowing educational paradigm had on cultural connectedness in a sample (n = 41) of American Indian youths attending a public school on a federally recognized Indian reservation. The author uses ethnographic writing to share his cultural journey with American Indian cultural immersion teachers. Participants completed a survey packet including a demographic form and, an adapted cultural connectedness survey. Results indicated that positive aspects of an American Indian way of knowing educational paradigm were associated with increased cultural connectedness (Spirituality, Identity, and Traditions) for American Indian youths. The author also sought to capture youth participants' perspectives to develop a deeper understanding of how they conceptualize cultural connectedness resulting in the identification of eleven culturally specific categories. These findings may help inform a broader development and application of an American Indian way of knowing instructional model that contributes to strengthening cultural identity in American Indian youths through culturally sustaining and revitalizing pedagogies.

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Paris, Django, and H. Samy Alim. "What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward." Harvard Educational Review 84, no. 1 (March 13, 2014): 85–100. http://dx.doi.org/10.17763/haer.84.1.982l873k2ht16m77.

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In this article, Django Paris and H. Samy Alim use the emergence of Paris's concept of culturally sustaining pedagogy (CSP) as the foundation for a respectful and productive critique of previous formulations of asset pedagogies. Paying particular attention to asset pedagogy's failures to remain dynamic and critical in a constantly evolving global world, they offer a vision that builds on the crucial work of the past toward a CSP that keeps pace with the changing lives and practices of youth of color. The authors argue that CSP seeks to perpetuate and foster linguistic, literate, and cultural pluralism as part of the democratic project of schooling and as a needed response to demographic and social change. Building from their critique, Paris and Alim suggest that CSP's two most important tenets are a focus on the plural and evolving nature of youth identity and cultural practices and a commitment to embracing youth culture's counterhegemonic potential while maintaining a clear-eyed critique of the ways in which youth culture can also reproduce systemic inequalities.

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Waitoller, Federico R., and Kathleen A. King Thorius. "Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability." Harvard Educational Review 86, no. 3 (September 1, 2016): 366–89. http://dx.doi.org/10.17763/1943-5045-86.3.366.

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In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit from cross-pollination and then conclude by suggesting interdisciplinary dialogue as a means to building emancipatory pedagogies that attend to intersecting markers of difference (e.g., dis/ability, class, gender, race, language, and ethnicity).

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Caraballo, Limarys, Danny C. Martinez, Django Paris, and H. Samy Alim. "Culturally Sustaining Pedagogies in the Current Moment: A Conversation With Django Paris and H. Samy Alim." Journal of Adolescent & Adult Literacy 63, no. 6 (April 29, 2020): 697–701. http://dx.doi.org/10.1002/jaal.1059.

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Champion, Dionne N., Eli Tucker-Raymond, Amon Millner, Brian Gravel, Christopher G. Wright, Rasheda Likely, Ayana Allen-Handy, and Tikyna M. Dandridge. "(Designing for) learning computational STEM and arts integration in culturally sustaining learning ecologies." Information and Learning Sciences 121, no. 9/10 (November 30, 2020): 785–804. http://dx.doi.org/10.1108/ils-01-2020-0018.

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Purpose The purpose of this paper is to explore the designed cultural ecology of a hip-hop and computational science, technology, engineering, and mathematics (STEM) camp and the ways in which that ecology contributed to culturally sustaining learning experiences for middle school youth. In using the principles of hip-hop as a CSP for design, the authors question how and what practices were supported or emerged and how they became resources for youth engagement in the space. Design/methodology/approach The overall methodology was design research. Through interpretive analysis, it uses an example of four Black girls participating in the camp as they build a computer-controlled DJ battle station. Findings Through a close examination of youth interactions in the designed environment – looking at their communication, spatial arrangements, choices and uses of materials and tools during collaborative project work – the authors show how a learning ecology, designed based on hip-hop and computational practices and shaped by the history and practices of the dance center where the program was held, provided access to ideational, relational, spatial and material resources that became relevant to learning through computational making. The authors also show how youth engagement in the hip-hop computational making learning ecology allowed practices to emerge that led to expansive learning experiences that redefine what it means to engage in computing. Research limitations/implications Implications include how such ecologies might arrange relations of ideas, tools, materials, space and people to support learning and positive identity development. Originality/value Supporting culturally sustaining computational STEM pedagogies, the article argues two original points in informal youth learning 1) an expanded definition of computing based on making grammars and the cultural practices of hip-hop, and 2) attention to cultural ecologies in designing and understanding computational STEM learning environments.

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Marx, Dea, Theresa Torres, and Leah Panther. ""This Class Changed My Life": Using Culturally Sustaining Pedagogies to Frame Undergraduate research with Students of Color." Council on Undergraduate Research Quarterly 3, no. 1 (August 1, 2019): 11–19. http://dx.doi.org/10.18833/spur/3/1/1.

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de Oliveira, Luciana C. "The intersections of culturally sustaining pedagogies and systemic functional linguistics: affordances for the education of multilingual learners." Language and Education 35, no. 2 (March 4, 2021): 180–85. http://dx.doi.org/10.1080/09500782.2021.1893743.

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Fitzpatrick, Erin, Katie Schrodt, Brian Kissel, and Suze Gilbert. "Chapter 9: Writing as Capital: The Emancipatory Act of Writing for Profit, Advocacy, and Charity." Teachers College Record: The Voice of Scholarship in Education 123, no. 13 (April 2021): 1–28. http://dx.doi.org/10.1177/016146812112301310.

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Context Writing is an agentive act. Despite drastic improvements over the past few decades in writing instruction and the push for sharing with authentic audiences, the majority of writing students do is still for the teacher. These practices are at odds with those who advocate for classrooms that are culturally relevant, culturally responsive, and culturally sustaining. When students write for the sole purpose of “doing school,” they are denied opportunities to use their writing voices to write about, for, and within their communities. Writing is used to empower—to pose problems and solve them. The distribution of that writing is equally important. Publication matters. It is in the distribution and response to writing that one can experience the power of written words to impact one's world. Purpose In this chapter, we outline authentic purposes for writing centered on culturally relevant, responsive, agentive, and sustaining pedagogies. We describe the writer's workshop, an instructional structure in which to embed these pedagogies. The writer's workshop is the setting in which these students were situated to write purposefully. We take the reader into three classrooms using descriptive vignettes. The three classroom vignettes presented frame emancipatory writing for (a) personal profit to reinforce the value—monetary and social—of using one's intellectual skills and written words for personal gain; (b) advocacy—through fostering critical consciousness that explores equitable and just familial structures and relationships and monetizing written words to directly impact a family through adoption; and (c) charity—through a service-learning project in which students used writing to influence others to financially support a charity that helps people who have been impacted by oppression in the forms of kidnapping, trafficking, and modern-day slavery. Research Design This is a narrative accounting of three teachers’ experience implementing this practice in their own classrooms. Conclusions In all three instances, children were agents who wrote for monetary motivation— seeking and acquiring capital for themselves, for others, or to effect desired social change. Moreover, the outcomes were achieved by students who used their skills and worked within their capacities to meaningfully effect change. Suggestions for implementation and generalization are offered.

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Overby, Alexandra, Janelle Constance, and Barth Quenzer. "Reimagining Art Education: Moving Toward Culturally Sustaining Pedagogies in the Arts With Funds of Knowledge and Lived Experiences." Art Education 75, no. 1 (January 2, 2022): 20–25. http://dx.doi.org/10.1080/00043125.2021.1984759.

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Esteban-Guitart, Moises, José Luis Lalueza, Cristina Zhang-Yu, and Mariona Llopart. "Sustaining Students’ Cultures and Identities. A Qualitative Study Based on the Funds of Knowledge and Identity Approaches." Sustainability 11, no. 12 (June 20, 2019): 3400. http://dx.doi.org/10.3390/su11123400.

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Recently, the notion of culturally sustaining pedagogy has been suggested to refer to different educational practices that share the will to recognize, maintain and develop cultural diversity in the classroom. The study presented here describes two empirical examples that illustrate teaching and learning processes in which the curriculum is channeled through the references of meaning, life events and experiences of students and their families. In the first example, curriculum—natural science and language—was linked with the experience of some families with the use of peanuts. In the second example, a discussion was generated around students’ cultural identities. These examples are based on funds of knowledge and funds of identity participatory research-action projects, and are the result of broader projects carried out in two specific educational contexts in Catalonia (Spain, Europe), a region characterized by a considerable increase in diversity and geographical heterogeneity in recent decades. These empirical cases are discussed within the framework of the development of inclusive pedagogies which, in addition to recognizing the living cultures and practices of students, allow these cultural references to be maintained and sustained, and encourage the construction of hybrid and transcultural identities in which ways of being and understanding life shared by the family culture and/or culture of origin are intertwined with the hegemonic culture and society.

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Martinez, Danny C., P. Zitlali Morales, and Ursula S. Aldana. "Leveraging Students’ Communicative Repertoires as a Tool for Equitable Learning." Review of Research in Education 41, no. 1 (March 2017): 477–99. http://dx.doi.org/10.3102/0091732x17691741.

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Leveraging is often described as the process of using the home and community languages of children and youth as a tool to access the “academic” or “standard” varieties of languages valued in schools. In this vein, researchers have called on practitioners to leverage the stigmatized language practices of children and youth in schools for their academic development. In this review, we interrogate the notion of leveraging commonly used by language and literacy scholars. We consider what gets leveraged, whose practices get leveraged, when leveraging occurs, and whether or not leveraging leads to robust and transformative learning experiences that sustain the cultural and linguistic practices of children and youth in our schools, particularly for students of color. We review scholarship steeped in Vygotskian-inspired research on learning, culturally relevant and culturally sustaining pedagogies, and bilingual education research that forefront the notion that the language practices of children and youth are useful for mediating learning and development. We conclude with a discussion of classroom discourse analysis methods that we believe can provide documentation of transformative learning experiences that uncovers and examines the linguistic resources of students in our twenty-first-century classrooms, and to gain a common language around notions of leveraging in the field.

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Ozuna, Christopher. "To Sider af Samme Sag: A Comparative Study of Teacher Education Programs in California and Denmark." Journal of the International Society for Teacher Education 26, no. 1 (July 31, 2022): 8–24. http://dx.doi.org/10.26522/jiste.v26i1.3721.

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This study explores the experience of teacher candidates and instructors in teacher education programs in California and Denmark. With both California and Denmark grappling with the way their current education system is or is not meeting the needs of the current population, this comparative study aims to better understand the dichotomy present. Through a set of interviews, the study focuses on the concepts of social responsibility and culturally sustaining pedagogies and how stakeholders experience these in their programs. Results show that Danish participants experience a more defined purpose and common understanding of the role of schooling in Danish society, and their role in it as teachers. Californian participants expressed a desire to reshape the state’s education system to be more racially and socially-just, but with varying ideas of how to achieve this. Implications of the comparison are discussed.

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Wallin, Dawn, and Scott Tunison. "Following Their Voices Supporting Indigenous Students' Learning by Fostering Culturally Sustaining Relational Pedagogies to Reshape the School and Classroom Environment." Australian and International Journal of Rural Education 32, no. 2 (July 25, 2022): 75–90. http://dx.doi.org/10.47381/aijre.v32i2.317.

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Canada's colonial relationship to First Peoples was predicated on the imposition of church-run residential schools, systemic racism, and chronic underfunding of education on reserve (Dart, 2019). As a result, the relationship between Indigenous learners, families and the school system is fraught with mistrust, skepticism regarding the purposes of education, and questions about educational success, quality, and achievement (Truth and Reconciliation Commission, 2015). This paper presents findings of a meta-synthesis of 11 case studies of public and First Nations-run schools in Saskatchewan, Canada, that are part of an initiative called Following Their Voices that has as its objective the improvement of educational outcomes for Indigenous students. In this paper, we describe the FTV initiative and discuss the challenges and facilitators of fidelity to the processes, goals and outcomes faced by schools attempting to implement FTV. Emerging from our meta-synthesis were concerns related to collective responsibility, sustainability, and leadership.

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Neville, Mary L. "“Sites of control and resistance”: outlaw emotions in an out-of-school book club." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 310–27. http://dx.doi.org/10.1108/etpc-01-2018-0016.

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Purpose The purpose of this paper is to explore how three young women of color responded with “outlaw emotions” to the novel Aristotle and Dante Discover the Secrets of the Universe by Benjamin Alire Sáenz in a literature discussion group. This paper considers how readers respond with outlaw emotions and how responses showed emotions as sites of control and resistance. The aim of this paper is to help English language arts (ELA) teachers construct culturally sustaining literature classrooms through an encouragement of outlaw emotions. Design/methodology/approach To examine how youth responded with emotion to Aristotle and Dante, the author used humanizing and ethnographic research methodologies and conducted a thematic analysis of meeting transcripts, journal entries from youth and researcher memos. Findings Analyses indicated that youth responded with outlaw emotions to Aristotle and Dante, and these responses showed how youth have both resisted and been controlled by structures of power. Youth responses of supposed “positive” or “negative” emotion were sites of control and resistance, particularly within their educational experiences. Youth engaged as a peer group to encourage and validate outlaw emotions and indirectly critiqued emotion as control. Originality/value Although many scholars have demonstrated the positive effects of out-of-school book clubs, there is scant research regarding how youth respond to culturally diverse literature with emotion, both outlaw and otherwise. Analyzing our own and characters’ outlaw emotions may help ELA educators and students deconstruct dominant ideologies about power, language and identity. This study, which demonstrates how youth responded with outlaw emotions and gave evidence of emotions as control and resistance, shows how ELA classrooms might encourage outlaw emotions as literary response. These findings suggest that ELA classrooms attempting culturally sustaining pedagogies might center youth emotion in responding to literature to critique power structures across the self, schools and society.

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Laman, Tasha Tropp, Tammi R. Davis, and Janelle W. Henderson. "“My Hair has a Lot of Stories!”: Unpacking Culturally Sustaining Writing Pedagogies in an Elementary Mediated Field Experience for Teacher Candidates." Action in Teacher Education 40, no. 4 (August 3, 2018): 374–90. http://dx.doi.org/10.1080/01626620.2018.1503979.

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Leigh Kelly, Lauren. "“I am not Jasmine; I am Aladdin”: How Youth Challenge Structural Inequity through Critical Hip Hop Literacies." International Journal of Critical Media Literacy 2, no. 1 (September 7, 2020): 9–30. http://dx.doi.org/10.1163/25900110-00201002.

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Abstract Previous research on Hip Hop Education has advocated for the inclusion of critical media literacy in schools and for the recognition of Hip Hop music and culture as a central component of young people’s literate and social identities (e.g. Hall, 2017; Kelly, 2020; McArthur, 2016). This article places critical Hip Hop literacy at the intersections of media education, social justice education, and culturally sustaining pedagogies by discussing the role of Hip Hop literature and culture as a form of text that can foster young people’s critical consciousness development in the secondary classroom. Through analysis of data collected in a high school Hip Hop Literature and Culture class, this qualitative case study examines how critical Hip Hop literacy practices can support youth sociopolitical development in racially diverse classrooms and schools. The results of this study reveal the need for schools to support students in identifying, analyzing, and challenging structures of oppression through the development of critical Hip Hop literacies.

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RedCorn (Osage), Alex. "Liberating Sovereign Potential: A Working Education Capacity Building Model for Native Nations." Journal of School Leadership 30, no. 6 (September 1, 2020): 493–518. http://dx.doi.org/10.1177/1052684620951724.

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With culturally sustaining pedagogies gaining momentum in our evolving educational landscape, the political backdrop of sovereignty and the pursuit of self-determination through education for Indigenous peoples creates a truly unique leadership context. The purpose of this conceptual article is to introduce a working model for educational leaders in Native nations to liberate educational sovereignty by engaging in broad and dynamic systems thinking that centers on their nation’s cultural and governance systems. From this positionality, this model then calls for leaders to engage in the iterative work of (a) assessing the educational landscape and identifying community assets, (b) fostering professional growth across systems, and (c) engaging in ongoing systems development and alignment advocacy. Furthermore, this model calls for leaders to incorporate critical Indigenous education frameworks and philosophies into these efforts, as well as foster a healthy community of practice across all systems of education to cultivate conditions for ongoing learning and connectivity among professionals. Through these efforts, over time leaders in Native nations can increase their ability to liberate educational sovereignty by creating an army of change agents working to (re)center systems of learning around Native nation’s cultural and governance systems, and pull learning systems away from the assimilationist trajectory found in the status quo of settler-colonial education.

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Dixon, Cory E., Jared A. Russell, and Peter A. Hastie. "Graduate Teaching Assistants’ Experiences Teaching Physical Education at a Youth Development Center." Journal of Teaching in Physical Education 41, no. 2 (April 1, 2022): 232–41. http://dx.doi.org/10.1123/jtpe.2021-0010.

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Purpose: This study examined the pedagogical experiences of former graduate teaching assistants following their teaching experiences at a youth development center. Method: A case study approach was utilized to investigate each participant case while a phenomenological approach was employed to analyze each case. The participants, Malik, Dante, and Ray, previously taught physical education at a youth development center as graduate teaching assistants. Results: The results of this study are presented as three cases centered on the participants and their experiences. The first case, “developing people from where they are, not where you want them to be . . .” (Malik) highlights the participants’ appreciation of their students’ culture and context. The second case, “resiliency to teach well regardless of circumstance or situation . . .” (Dante) features the participants’ ability to teach diverse learners. The third case, “uphill battles . . . you cannot learn this in a textbook . . .” (Ray) features the challenges faced while teaching at the youth development center. Discussion: Consistencies across participants’ experiences, the impact on their current careers, and implications for introducing culturally relevant and sustaining pedagogies via nontraditional settings are discussed.

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Souto-Manning, Mariana, and Ayesha Rabadi-Raol. "(Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children." Review of Research in Education 42, no. 1 (March 2018): 203–25. http://dx.doi.org/10.3102/0091732x18759550.

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In this chapter, we offer a critical intersectional analysis of quality in early childhood education with the aim of moving away from a singular understanding of “best practice,” thereby interrupting the inequities such a concept fosters. While acknowledging how injustices are intersectionally constructed, we specifically identified critical race theory as a counterstory to White supremacy, culturally relevant and sustaining pedagogies as counterstories to monocultural teaching practices grounded in deficit and inferiority paradigms, and translanguaging as a counterstory to the (over)privileging of dominant American English monolingualism. While each of these counterstories forefronts one particular dimension of oppression, together they account for multiple, intersecting systems of oppressions; combined, they expand the cartography of early childhood education and serve to (re)center the definition of quality on the lives, experiences, voices, and values of multiply minoritized young children, families, and communities. Rejecting oppressive and reductionist notions of quality, through the use of re-mediation, this article offers design principles for intersectionally just early childhood education with the potential to transform the architecture of quality.

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Curiel, Lucía Cárdenas, and Christina M. Ponzio. "Imagining Multimodal and Translanguaging Possibilities for Authentic Cultural Writing Experiences." Journal of Multilingual Education Research 11 (November 30, 2021): 79–102. http://dx.doi.org/10.5422/jmer.2021.v11.79-102.

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This article proposes ways to authentically amplify writer’s workshop for emergent bilinguals. Through the study of one bilingual teacher’s mediation in teaching, we examined the affordances that translanguaging and transmodal practices have for emergent bilingual students’ writing processes. In this case study, we focused on a writing sequence associated with the well-known Latin American holiday of the Day of the Dead, in which 3rd grade emergent bilinguals wrote “calaveras,” or literary poems, as part of an interdisciplinary language arts and social studies lesson. Our work is framed by sociocultural theories of mediation, literacy, and language. Under a multiliteracies pedagogy, we observed how a bilingual teacher and emergent bilinguals negotiate meaning through a variety of linguistic and multimodal resources. In our interactional analysis of talk, we found how the teacher mediated background knowledge and vocabulary as a part of the writing process; we also identified ways in which her mediation included extensive scaffolding as she provided linguistic and disciplinary knowledge needed to write calaveras. Through integrating the tenets of mediation with biliteracy, multiliteracies, and translanguaging pedagogies, this study offers a promising example of how teachers can build a culturally-sustaining writers’ workshop to support emergent bilingual learners’ language development and writing practices.

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Wynter-Hoyte, Kamania, Susi Long, Terrance M. Mcadoo, and Jennifer D. Strickland. "“Losing One African American Preservice Teacher is One Too Many”: A Critical Race Analysis of Support for Praxis Core as African American Students Speak Out." Teachers College Record: The Voice of Scholarship in Education 122, no. 11 (November 2020): 1–34. http://dx.doi.org/10.1177/016146812012201107.

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Background/Context Praxis Core, an ETS general knowledge examination, is required for teaching licensure in many states. However, it exists within a history of racist testing from time of the first IQ and SAT tests. Because of Praxis Core, Preservice Teachers of Color are regularly denied entry into the teaching profession, a reality incongruent with the call for a more diverse teaching population. Purpose/Research Question While recognizing the need to eliminate racist gatekeepers to the profession, this study focused on providing Praxis Core support so that no more African American preservice teachers are lost to the test while working to dethrone it. To understand effective support, this study asked: What can we learn through the experiences of 10 African American preservice teachers at a Predominately White Institution (PWI) about characteristics of effective support as they prepare for the Praxis Core examination? Research Design Data were collected and analyzed using qualitative critical race methods and a framework grounded in culturally relevant, responsive, and sustaining pedagogies. Data included student interviews and questionnaires, lesson plans, and emails among the researchers/instructors and students. Results The study identified characteristics of effective support as grounded instructors’ culturally responsive caring defined by: a commitment to student success and empowering students’ belief in their success; knowing each student well to understand strengths, fears, needs; establishing relationships considered by students to be trusting and comfortable; countering messages of ineptness by teaching students about the racist nature of the test and validating them as knowledgeable and capable; recognizing the linguistic dexterity of African American Language speakers and helping them use their linguistic abilities to conquer the tests; and emancipating students by making them aware of the sociopolitical intent as well as structure of the tests. Conclusions/Recommendations We offer recommendations recognizing that they are merely Band-aids when biased tests play a role in sustaining a predominantly White teaching force. While we work to change that, our study suggests the development of support systems by faculty who (a) do not settle for deflections from the need for this work; (b) can develop relationships deemed comfortable from students’ perspectives; (c) believe and can help students recognize that they are not broken but whole, intelligent, knowledgeable; (d) understand the biased nature of Praxis Core and can help students examine test items and strategize accordingly; and (e) can help students use their cultural and linguistic knowledge and dexterity to beat the testing game.

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Venegas, Karla M. "Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World. Django Paris and H. Samy Alim, eds. New York: Teachers College Press, 2017, 294 pp." Anthropology & Education Quarterly 49, no. 4 (September 25, 2018): 470–72. http://dx.doi.org/10.1111/aeq.12270.

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Kane, Britnie Delinger. "Equitable Teaching and the Core Practice Movement: Preservice Teachers’ Professional Reasoning." Teachers College Record: The Voice of Scholarship in Education 122, no. 11 (November 2020): 1–40. http://dx.doi.org/10.1177/016146812012201103.

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Background/Context The Core Practice movement continues to gain momentum in teacher education research. Yet critics highlight that equitable teaching cannot be reduced to a set of “core” practices, arguing that such a reduction risks representing teaching as technical work that will be neither culturally responsive nor sustaining. Instead, they argue that preservice teachers need opportunities to develop professional reasoning that takes the specific strengths and needs of students, communities, and subject matter into account. Purpose This analysis takes up the question of how and whether pedagogies of investigation and enactment can support preservice teachers’ development of the professional reasoning that equitable teaching requires. It conceptualizes two types of professional reasoning: interpretive, in which reasoners decide how to frame instructional problems and make subsequent efforts to solve them, and prescriptive, in which reasoners solve an instructional problem as given. Research Design This work is a qualitative, multiple case study, based on design research in which preservice teachers participated in three different cycles of investigation and enactment, which were designed around a teaching practice central to equitable teaching: making student thinking visible. Preservice teachers attended to students’ thinking in the context of the collaborative analysis of students’ writing and also through designed simulations of student-teacher writing conferences. Findings/Results Preservice teachers’ collaborative analysis of students’ writing supported prescriptive professional reasoning about disciplinary ideas in ELA and writing instruction (i.e., How do seventh graders use hyperbole? How is hyperbole related to the Six Traits of Writing?), while the simulation of a writing conference supported preservice teachers to reason interpretively about how to balance the need to support students’ affective commitment to writing with their desire to teach academic concepts about writing. Conclusions/Recommendations This analysis highlights an important heuristic for the design of pedagogies in teacher education: Teacher educators need to attend to preservice teachers’ opportunities for both interpretive and prescriptive reasoning. Both are essential for teachers, but only interpretive reasoning will support teachers to teach in ways that are both intellectually rigorous and equitable. The article further describes how and why a tempting assumption—that opportunities to role-play student-teacher interactions will support preservice teachers to reason interpretively, while non-interactive work will not—is incomplete and avoidable.

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Tseng, Amelia. "Culturally sustaining pedagogies: teaching and learning for justice in a changing world, edited by D. Paris and H. S. Alim, New York City, Teachers College Press, 2017, pp. x + 305, ISBN 978-0-8077-5834-2 (hbk): $90.00 ISBN 978-0-8077-5833-5 (pbk): $38.95." Language and Education 33, no. 2 (November 19, 2018): 182–86. http://dx.doi.org/10.1080/09500782.2018.1516224.

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Williams, Nakeshia N., Brian K. Williams, Stephanie Jones-Fosu, and Tyrette Carter. "An examination of cross-cultural experiences on developing culturally responsive teacher candidates." Emerald Open Research 1 (June 7, 2019): 13. http://dx.doi.org/10.12688/emeraldopenres.12852.1.

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As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates’ teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates’ educator preparation and stimulate candidates’ personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a Minority Serving Institution’s integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts’ need of culturally competent new teachers who have the content knowledge and pedagogy to teach and support culturally and linguistically diverse children. Recognizing this need, this qualitative analysis highlights the importance of and a need for cultural and linguistic competence among teacher candidates. Findings from this study provides a means by which universities can implement cross-cultural coursework and field-based experiences to prepare culturally responsive teacher candidates.

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Bowman, Benjamin, and Chloé Germaine. "Sustaining the old world, or imagining a new one? The transformative literacies of the climate strikes." Australian Journal of Environmental Education 38, no. 1 (February 18, 2022): 70–84. http://dx.doi.org/10.1017/aee.2022.3.

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AbstractIn this article, we consider the climate strikes in the context of intergenerational narratives that de/limit young people’s political subjectivities and imaginaries concerning climate change. Considering the strikes alongside other youth-led responses to the crisis, we reconsider the question of young people’s climate change ‘literacy’ and posit that young people’s literacies are characteristically transformative. Despite their broadly transformative nature, however, the climate change literacies of young people remain bound up in a complex, adult-centred discursive framework that limits young people in various ways, including positioning them as objects of care or otherwise objectivising their activism. We advocate interdisciplinary thinking in support of creative and transformative pedagogies arising from and informed by the climate strikes, arguing that young people’s political subjectivities are indivisible from their cultural imaginaries. We advocate a step change in the way educators respond to the educational dimensions of climate strikes, as well as the educational opportunities this movement provides. Vitally, we include young people themselves in the category of educators and consider the ways the climate strikes represent an educational opportunity in which young people share, support and collaborate as educators and learners.

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Wang, Wenjie, Rhianna Thomas, and Betsy Cahill. "Katy transforms storytime: Culturally sustaining pedagogy in the community." Journal of Early Childhood Literacy, September 8, 2022, 146879842211241. http://dx.doi.org/10.1177/14687984221124185.

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The increasingly diverse population of young children in the U.S. requires innovative culturally and linguistically sustaining literacy practices in early childhood education. Through parent-child ethnography, we share two stories of a multilingual and multicultural mother and daughter who created and enacted new storytelling practices in the context of community storytime. We analyze the stories through the dual lenses of sociocultural theory and culturally sustaining pedagogy and find powerful opportunities for culturally sustaining pedagogy when a child and parent are invited to share stories from their heritage cultures and encouraged to take leadership in developing and enacting multilingual pedagogies in educational spaces. We offer implications for future research for a deeper understanding of culturally sustaining pedagogy through sociocultural theory in the field of early childhood education.

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Buckley-Marudas, Mary Frances. "“Truth,” Interrupted: Leveraging Digital Media for Culturally Sustaining Education." Multicultural Learning and Teaching 12, no. 2 (April 12, 2016). http://dx.doi.org/10.1515/mlt-2015-0001.

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AbstractThis inquiry into the digital discussion forums tied to two English classes in an urban public high school examines the potential of new media to honor the multicultural composition of classrooms and support teachers to design culturally sustaining pedagogies. Given the increasing significance of digital media as well as the growing diversity of our classrooms, it is critical that educational researchers, practitioners, and policymakers think about the ways in which new media could support multicultural teaching and learning. This work draws on socio-cultural constructions of literacy, resource pedagogies, and critical literacy frameworks. The author uses case study methodologies to understand how digital media, specifically networked technologies, support secondary level students as they wrestle with complex issues related to race, language, and culture. This article offers three central ideas that emerged from an analysis of student participants’ interactions across the networked spaces that were linked to the intellectual work of their English classes. This work has implications for educators at all levels who are committed to addressing issues related to race, language, class, and other identities that are salient in all classrooms. The author puts forth a pedagogical approach for sustaining multiculturalism in the context of rigorous academic work. This approach intentionally draws on digital media to cultivate culturally responsive education.

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Leu Bonanno, Sandra. "Examining the Foundations of Culturally and Linguistically Sustaining School Leadership: Towards a Democratic Project of Schooling in Dual Language Bilingual Education." Educational Administration Quarterly, June 12, 2022, 0013161X2211069. http://dx.doi.org/10.1177/0013161x221106972.

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Purpose: Building upon the positive findings from culturally sustaining pedagogical studies, this paper explores how culturally sustaining approaches might operate on an organizational level. Examined in the context of dual language bilingual education (DLBE), this paper proposes a conceptually and empirically-guided culturally and linguistically sustaining school leadership approach (CLSL) as one option for researchers and practitioners to reimagine schools to be more affirming and sustaining for Students of Color (SOC). Research Methods: This project employed a constant comparative analysis across case studies to describe and compare culturally and linguistically sustaining mindsets and practices of DLBE principals in the state of Utah ( Miles et al., 2014 ). Data collection involved participant methods and data analysis was completed through cycles of inductive and deductive qualitative coding. Findings and Implications: The study unveiled four leadership dimensions – cultivating critical consciousness for self and community, fostering a culturally and linguistically sustaining school climate, supporting culturally sustaining pedagogies, and enacting democratic structures—that operated in tandem to configure a culturally and linguistically sustaining school leadership. The themes bridge existing literature to define culturally sustaining tenets represented in the leadership role by describing ways principals reimagined schools to benefit SOC rather than solely responding to students’ identities and maintaining assimilative student outcomes.

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Blum, Grace Inae, and Leah Dale. "Becoming humanizing educators during inhumane times: Valuing compassion and care above productivity and performance." Current Issues in Education 22, no. 3 (December 8, 2021). http://dx.doi.org/10.14507/cie.vol22iss3.1992.

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This qualitative inquiry presents a duoethnographic reflection by a pre-service teacher and teacher educator on their individual and collective experiences navigating teaching and learning during the COVID-19 pandemic. Emails of gratitude exchanged between both authors serve as the beginning of their inquiry and analysis. Their narratives reveal the ways in which they experienced humanizing pedagogies, received compassion and care, and engaged in culturally sustaining pedagogies within their teacher preparation program. Implications for reimagining teacher preparation embedded in humanizing pedagogies are explored.

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Harkins Monaco, Elizabeth A., Lynn Stansberry Brusnahan, and Marcus Fuller. "Guidance for the Antiracist Educator: Culturally Sustaining Pedagogies for Disability and Diversity." TEACHING Exceptional Children, January 6, 2022, 004005992110462. http://dx.doi.org/10.1177/00400599211046281.

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Racism in the United States has risen to the forefront of public awareness through the national outrage, grief, and terrible injustice and bias that continues to dictate the fates of individuals in our communities of color. Centuries of systemic racism require our organization to publish innovative evidence-based practices for use in a wide variety of educational programs and settings around topics related to racial and cultural practices. This special edition of Teaching Exceptional Children (TEC) emphasizes racially and culturally competent and sustaining practices when working with students with disabilities who also experience another social identity.

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