Django Paris
Datos Biográficos
| ID | 86669 |
|---|---|
| NOMBRE | Django Paris |
| NOMBRES | Django |
| APELLIDO | Paris |
| FIRMA | PARIS D |
| AFILIACIONES | University of Washington |
| ORCID | 0000-0001-9689-0674 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 719 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 4 |
Culturally Sustaining Early Literacy Pedagogies and Our Futures Themed Issue Guest Introduction
Preschool teacher Haydée Dohrn-Melendez Morgan expressed her belief that “children come full, they come as full humans, full people” (Nash et al., 2022, p. 1). Her ideas resonate with all of us and embody the multilayered story this themed issue, CulturallySustainingEarlyLiteracyPedagogiesandOurFutures offers. Herein, authors share research findings on culturally sustaining early literacy pedagogies across a range of contexts. Scholar-activists h…
The Past, Present, and Future of Culturally Sustaining Pedagogies
In this Voices: Reflective Accounts of Education essay, Gloria Ladson-Billings, Django Paris, H. Samy Alim, and Na’ilah Suad Nasir speak to the past, present, and future of culturally sustaining pedagogies. This dialogue marks the tenth anniversary of the Culturally Sustaining Pedagogies Symposium, published in the Harvard Educational Review in 2014, where the authors illustrated how culturally relevant, sustaining, and revitalizing pedagogies ar…
Culturally Sustaining Pedagogies and Our Futures
What does culturally sustaining pedagogy mean in the context of a global pandemic, uprisings for racial and decolonial justice, and an ongoing climate crisis? In this essay, I build from decades of strength-centered pedagogical research and practice as well as the work of contemporary organizers to engage how educators can join communities in sustaining valued lifeways through education to ensure possible futures for all peoples and lands
Culturally Sustaining Pedagogy
Culturally Sustaining Pedagogy - 1 - A Critical Framework for Centering Communities
Culturally Sustaining Pedagogies in the Current Moment
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Naming beyond the white settler colonial gaze in educational research
In this article, I describe the ways educational research often calls us out our names, meaning that educational researchers often name communities not as they are but as the academy needs them to be along damaging logics of erasure and deficiency. I use Morrison’s concept of the White gaze, Tuck’s concepts of damage-centered and desire-based research, and other contemporary scholarship on settler colonialism, White supremacy, and education to of…
Learning Black Language Matters
How can and must critical qualitative inquiry be part of ongoing struggles for cultural and educational justice with the communities of our work? We explore this question by reflecting on our collaborative research on culturally sustaining pedagogy centered in the study of Black Language (BL). Building on the core humanizing research notion of dialogic consciousness-raising between researchers and participants, we describe the ways the three of u…
The Right to Culturally Sustaining Language Education for the New American Mainstream
The year 2014 was significant for thinking about the past, present, and future of language and education for students of color who continue to be marginalized by systemic inequalities in the United States.That year marked the 50th anniversary of the 1964 Civil Rights Act (CRA), a landmark piece of legislation with the professed goal of ending discrimination based on race, religion, and national origin, particularly in voting, schooling, local and…
Invited Forum
This Forum provides a range of voices on the Language Gap, as our aim is to shed light on the need for more critical dialogue to accompany the proliferation of political initiatives, policymaking, educational programs, and media coverage. We highlight some relevant background on the Language Gap and describe some of the research used to support the concept. The diverse slate of Forum contributions that we have assembled approach the Language Gap …
Humanizing Research
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
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 w…
Culturally Sustaining Pedagogy
Seventeen years ago Gloria Ladson-Billings (1995) published the landmark article “Toward a Theory of Culturally Relevant Pedagogy,” giving a coherent theoretical statement for resource pedagogies that had been building throughout the 1970s and 1980s. I, like countless teachers and university-based researchers, have been inspired by what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural pract…
Become History
The title of this article comes from a poster in Pedro's Arizona classroom. The poster read, "The only violence in schools should be the kind you read about in history classes. Be smart. Don't become history." This message became increasingly salient to me while investigating Pedro's engagement with literacy. Using critical theory and contextualizing his work in the policies and shifting demographics of Arizona, I offer vignettes of Pedro's parti…
The Second Language of the United States”
How do youth view Spanish in our changing multiethnic urban schools and communities? In this article I explore this question by analyzing the perspectives and social interactions of students in an urban charter high school located in a community undergoing dramatic demographic shift from a predominantly African American city to a predominantly Latino/a city with a significant Pacific Islander population. Working from ethnographic and social langu…
A friend who understand fully’
In this article, I conceptualize ethnographic, qualitative, and social language research with marginalized and oppressed communities as humanizing research. Humanizing research is a methodological stance, which requires that our inquiries involve dialogic consciousness‐raising and the building of relationships of dignity and care for both researchers and participants. I offer evidence that such humanization is not only ethically necessary but als…
Culturally Sustaining Pedagogy
Seventeen years ago Gloria Ladson-Billings (1995) published the landmark article “Toward a Theory of Culturally Relevant Pedagogy,” giving a coherent theoretical statement for resource pedagogies that had been building throughout the 1970s and 1980s. I, like countless teachers and university-based researchers, have been inspired by what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural pract…
Invited Forum
This Forum provides a range of voices on the Language Gap, as our aim is to shed light on the need for more critical dialogue to accompany the proliferation of political initiatives, policymaking, educational programs, and media coverage. We highlight some relevant background on the Language Gap and describe some of the research used to support the concept. The diverse slate of Forum contributions that we have assembled approach the Language Gap …
A friend who understand fully’
In this article, I conceptualize ethnographic, qualitative, and social language research with marginalized and oppressed communities as humanizing research. Humanizing research is a methodological stance, which requires that our inquiries involve dialogic consciousness‐raising and the building of relationships of dignity and care for both researchers and participants. I offer evidence that such humanization is not only ethically necessary but als…
Naming beyond the white settler colonial gaze in educational research
In this article, I describe the ways educational research often calls us out our names, meaning that educational researchers often name communities not as they are but as the academy needs them to be along damaging logics of erasure and deficiency. I use Morrison’s concept of the White gaze, Tuck’s concepts of damage-centered and desire-based research, and other contemporary scholarship on settler colonialism, White supremacy, and education to of…
The Second Language of the United States”
How do youth view Spanish in our changing multiethnic urban schools and communities? In this article I explore this question by analyzing the perspectives and social interactions of students in an urban charter high school located in a community undergoing dramatic demographic shift from a predominantly African American city to a predominantly Latino/a city with a significant Pacific Islander population. Working from ethnographic and social langu…
Become History
The title of this article comes from a poster in Pedro's Arizona classroom. The poster read, "The only violence in schools should be the kind you read about in history classes. Be smart. Don't become history." This message became increasingly salient to me while investigating Pedro's engagement with literacy. Using critical theory and contextualizing his work in the policies and shifting demographics of Arizona, I offer vignettes of Pedro's parti…
Culturally Sustaining Early Literacy Pedagogies and Our Futures Themed Issue Guest Introduction
Preschool teacher Haydée Dohrn-Melendez Morgan expressed her belief that “children come full, they come as full humans, full people” (Nash et al., 2022, p. 1). Her ideas resonate with all of us and embody the multilayered story this themed issue, CulturallySustainingEarlyLiteracyPedagogiesandOurFutures offers. Herein, authors share research findings on culturally sustaining early literacy pedagogies across a range of contexts. Scholar-activists h…
The Second Language of the United States”
How do youth view Spanish in our changing multiethnic urban schools and communities? In this article I explore this question by analyzing the perspectives and social interactions of students in an urban charter high school located in a community undergoing dramatic demographic shift from a predominantly African American city to a predominantly Latino/a city with a significant Pacific Islander population. Working from ethnographic and social langu…
A friend who understand fully’
In this article, I conceptualize ethnographic, qualitative, and social language research with marginalized and oppressed communities as humanizing research. Humanizing research is a methodological stance, which requires that our inquiries involve dialogic consciousness‐raising and the building of relationships of dignity and care for both researchers and participants. I offer evidence that such humanization is not only ethically necessary but als…
Culturally Sustaining Pedagogy
Seventeen years ago Gloria Ladson-Billings (1995) published the landmark article “Toward a Theory of Culturally Relevant Pedagogy,” giving a coherent theoretical statement for resource pedagogies that had been building throughout the 1970s and 1980s. I, like countless teachers and university-based researchers, have been inspired by what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural pract…
Become History
The title of this article comes from a poster in Pedro's Arizona classroom. The poster read, "The only violence in schools should be the kind you read about in history classes. Be smart. Don't become history." This message became increasingly salient to me while investigating Pedro's engagement with literacy. Using critical theory and contextualizing his work in the policies and shifting demographics of Arizona, I offer vignettes of Pedro's parti…
Humanizing Research
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
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 w…
The Right to Culturally Sustaining Language Education for the New American Mainstream
The year 2014 was significant for thinking about the past, present, and future of language and education for students of color who continue to be marginalized by systemic inequalities in the United States.That year marked the 50th anniversary of the 1964 Civil Rights Act (CRA), a landmark piece of legislation with the professed goal of ending discrimination based on race, religion, and national origin, particularly in voting, schooling, local and…
Invited Forum
This Forum provides a range of voices on the Language Gap, as our aim is to shed light on the need for more critical dialogue to accompany the proliferation of political initiatives, policymaking, educational programs, and media coverage. We highlight some relevant background on the Language Gap and describe some of the research used to support the concept. The diverse slate of Forum contributions that we have assembled approach the Language Gap …
Learning Black Language Matters
How can and must critical qualitative inquiry be part of ongoing struggles for cultural and educational justice with the communities of our work? We explore this question by reflecting on our collaborative research on culturally sustaining pedagogy centered in the study of Black Language (BL). Building on the core humanizing research notion of dialogic consciousness-raising between researchers and participants, we describe the ways the three of u…
Naming beyond the white settler colonial gaze in educational research
In this article, I describe the ways educational research often calls us out our names, meaning that educational researchers often name communities not as they are but as the academy needs them to be along damaging logics of erasure and deficiency. I use Morrison’s concept of the White gaze, Tuck’s concepts of damage-centered and desire-based research, and other contemporary scholarship on settler colonialism, White supremacy, and education to of…
Culturally Sustaining Pedagogy
Culturally Sustaining Pedagogy - 1 - A Critical Framework for Centering Communities
Culturally Sustaining Pedagogies in the Current Moment
This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities
Culturally Sustaining Pedagogies and Our Futures
What does culturally sustaining pedagogy mean in the context of a global pandemic, uprisings for racial and decolonial justice, and an ongoing climate crisis? In this essay, I build from decades of strength-centered pedagogical research and practice as well as the work of contemporary organizers to engage how educators can join communities in sustaining valued lifeways through education to ensure possible futures for all peoples and lands
The Past, Present, and Future of Culturally Sustaining Pedagogies
In this Voices: Reflective Accounts of Education essay, Gloria Ladson-Billings, Django Paris, H. Samy Alim, and Na’ilah Suad Nasir speak to the past, present, and future of culturally sustaining pedagogies. This dialogue marks the tenth anniversary of the Culturally Sustaining Pedagogies Symposium, published in the Harvard Educational Review in 2014, where the authors illustrated how culturally relevant, sustaining, and revitalizing pedagogies ar…
Culturally Sustaining Early Literacy Pedagogies and Our Futures Themed Issue Guest Introduction
Preschool teacher Haydée Dohrn-Melendez Morgan expressed her belief that “children come full, they come as full humans, full people” (Nash et al., 2022, p. 1). Her ideas resonate with all of us and embody the multilayered story this themed issue, CulturallySustainingEarlyLiteracyPedagogiesandOurFutures offers. Herein, authors share research findings on culturally sustaining early literacy pedagogies across a range of contexts. Scholar-activists h…
Sociology (12 obras) · Pedagogy (11 obras) · Multilingual Education and Policy (8 obras) · Educator Training and Historical Pedagogy (6 obras) · Psychology (6 obras) · Anthropology (4 obras) · Global Education and Multiculturalism (4 obras) · Indigenous and Place-Based Education (4 obras) · Political science (4 obras) · Teacher Education and Leadership Studies (4 obras)