Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World
Description
Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)--teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement toward educational justice in a changing world.
Book Features:
- A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.
- Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.
- Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space.
Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong
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About the Author
Django Paris is the James A. and Cherry A. Banks Professor of Multicultural Education and director of the Banks Center for Educational Justice at the University of Washington. H. Samy Alim is the David O. Sears Presidential Endowed Chair in the Social Sciences and director of the Center for Race, Ethnicity, and Language (CREAL) at the University of California, Los Angeles.
Reviews
Culturally Sustaining Pedagogies not only contests the misappropriation of culture in education, but it also contests the idea that attention to culture obfuscates equity work in schools. To the contrary, sustaining culture is the heart and soul of educational justice, because culture is the heart and soul of what it means to be human. CSP moves marginalized youth from object to subject position through fundamentally humanizing approaches, approaches that stand in contrast to the embedded deficit lenses of the racial contract otherwise structuring schooling.
--Teachers College Record
...this powerful book reflects Paris and Alim's belief in community building and does a phenomenal job in encouraging all readers, particularly those conducting anthropological/ethnographic work in education, to engage critically in discourses around the development of CSPs. Culturally Sustaining Pedagogies allows readers to become part of a community of scholars, educators, and administrators who are actively working together to reimagine the purpose of schooling in a pluralistic world.
--Anthropology & Education Quarterly
This essential and timely compilation by emerging and established scholars advances critical debates in research and teaching of education, anthropology, linguistics, race/ethnic studies, and related fields...It will be of interest to scholars, students, and practitioners seeking understanding and examples of transformative classrooms.
--Language and Education
"An essential read that asks educators to see young people as 'whole versus broken' when they enter our classrooms."
--Val Brown for Teaching Tolerance
