What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
Bibliographic Data
| ID | 5786403 |
|---|---|
| Authors | Django Paris (0000-0001-9689-0674, Michigan State University), H Samy Alim (0000-0002-4664-021X, Stanford University) |
| Year | 2014 |
| Volume | 84 |
| Issue | 1 |
| Pages | 85-100 |
| Publication date | 2014-03-13 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Harvard Educational Review (JOURNAL) |
| Journal identifiers | ISSN: 0017-8055 • E-ISSN: 1943-5045 |
| Publisher | Harvard Education Publishing Group (PUBLISHER) |
| DOI | 10.17763/haer.84.1.982l873k2ht16m77 |
| OpenAlex | W1876810883 |
| Language | EN |
| Citations received | 674 |
| References cited | 26 |
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
Cultural pluralism · Pace · Plural · Youth culture · Global Education and Multiculturalism · Indigenous and Place-Based Education · Teacher Education and Leadership Studies
Attracting Black students to linguistics through a Black-centered Introduction to Linguistics course
Equity and Inclusion in Education
Imagining the Comprehensive Mattering of Black Boys and Young Men in Society and Schools
Introduction
“Diles la verdad”
Counterspaces for women of color in STEM higher education
Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning
All I Need Is One Mic”
Teacher Professional Learning, Culturally Responsive/Sustaining Practices, and Indigenous Students’ Success
Development and validation of epistemological beliefs survey with cognitive cultural and pedagogical dimensions
Shifting sands
Beyond the theory-practice divide
Understanding how micro affirmations support multiply marginalized social justice school leaders to thrive
Leading well
Investigating the School Adjustment Process of Children in a Multicultural Preschool Classroom in the Context of Teacher and Peer Relations
Culturally disruptive qualitative research
Being culturally sustaining in computing education
From Individual to Institutional
Advancing multimodal literacy pedagogies in early childhood for Asian heritage language learners through offline and online platforms
AI Personalized Learning and the Risk of Epistemic Consolidation
A Longitudinal Case Study of a Transnational Teacher's Multiliterate Identity and Pedagogy
Exploring changes in high school teachers' culturally sustaining pedagogy after training for and implementing an ethnic-racial identity curriculum
Black Girl Politics
Integrating disability and developmental theories for an equitable inclusive education
Pedagogical Pivoting, Emergent Curriculum, and Knowledge Production
Centering Cultural Knowledge in TPACK— Evidence From a Collaborative Online International Learning Collaboration
Selling and resisting English-medium schooling on Milwaukee’s multilingual Near South Side
Toward a justice‐centered ambitious teaching framework
Imagining “Social Futures” through multiliteracies sustaining pedagogy
Building confidence through culturally sustaining spaces for teachers and students
Toward culturally sustaining/revitalizing Indigenous family-school-community leadership
“I rewrote their story and you can, too”
A culturally relevant, imbued, and sustaining pedagogy framework for culturally connected math curriculum
Equity Leadership for English Learners During Covid-19
Eco-digital storytelling
Cultural Validity as Foundational to Assessment Development
Dismantling Persistent Deficit Narratives About the Language and Literacy of Culturally and Linguistically Minoritized Children and Youth
Nice Girls like Us
When School Wasn’t “School”
Conceptualizing an Initial Framework to Support Discipline-Rich Project-Based Learning in STEM
Culturally Sustaining Practices for Middle Level Mathematics Teachers
Indigenous-Centered Social–Emotional Learning for SDG 4
Culturally Responsive Professional Development Programs for Teacher Educators Using Community-Based Collaborative Learning
Embedding Culturally Responsive and Sustaining Teaching Practice in an Aotearoa New Zealand Initial Teacher Education Programme
Sparking Intentional and Antiracist Pedagogy
Multimodal Writing in Multilingual Space
Fostering Equity and Engagement in STEAM Education
“Because That’s What Scientists Do…. They Like to Make Their Own Stuff”
Stories That Teachers Tell
“Educational Facials”
Research Synthesis on Culturally and Linguistically Responsive Teaching for Multilingual Learners
Deaf and Indigenous Curricula and Eco-Pedagogies
Culturally Responsive Pedagogical Knowledge
Building Science Teacher Leaders for Indigenous Schools
Culturally Sustaining Pedagogy Through Popular Music and Media in Elementary Music Education
Design Principles for Considering the Participatory Relationship of Students, Teachers, Curriculum, and Place in Project-Based STEM Units
Podcasting as critical praxis
A technological bridge to equity
Can relevance (or sustainability) ever be enough? The pernicious whiteness of coloniality in elementary science curriculum
“Who you are is critical to Ypar!”
(Re)constructing environmental history
“Best kind of research”
From involvement to solidarity
Advancing culturally responsive-sustaining computer science through K-12 teacher professional development strategies
The Methods Course as Access Point
“We’re not an individualistic cultural society. We’re a collective one. We’re a familia.”
“You need to learn the spelling”
I talk normal
Creating books and sustaining Indigenous languages with two Atayal communities
Katy transforms storytime
Enhancing learning for emergent bi/multilingual children through translanguaging pedagogies
Welcoming gender diversity in the early years
Transforming a cemetery into a garden of languages
Los policías ! Latinx children’s agency in highly regulated early childhood contexts
“I’m Krishna”
Negotiated meanings of diversity
Culturally responsive teacher education
Engaged Encounters
Gateway Moments to Literate Identities
Challenging the Autonomous Wall
Black Lives Matter
Bringing a Culturally Sustaining Lens to Reading Intervention
Healing-Centered Educator Activism in Mathematics Actualized by Women of Color Mathematics Teacher Activists
Imagining Disability Justice in Arts Education
A Pedagogy for Black People
Good teaching, warm and demanding classrooms, and critically conscious students
Learning-in-Relation
“Burning the Midnight Oil”
For White Folks Who Teach Hip-Hop—and the Rest of Ya’ll, Too
“It’s a Vibe”
Culturally Sustaining Inclusive Systemic Design to Address Overrepresentation of Students of Color with and without Dis/abilities in Exclusionary Practices
What Do Black Students Need? Exploring Perspectives of Black Writers Writing Outside of Educational Research
Exploring Elementary Student Perceptions of Experiential Learning Within Critical Service-Learning
Disciplinary skills are not enough
Centering future generations and sustaining our collective world
Investigating and assessing informal computational thinking in grades K-2
Culturally and Linguistically Sustaining Formative Assessment in science and engineering
Exploring youths’ attitudes toward science in a Makerspace-infused after-school program
Educators’ Perspectives on the Ecological Determinants of Well-Being Among Iranian Deaf and Hard-of-Hearing University Students
Exploring non-dominant youths’ engineering identity through productive struggle in a making summer program
The dreamkeepers
Affirming diversity
Global Englishes and Transcultural Flows
Hunters of the Northern Forest
Lessons from Research with Language-Minority Children
Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty
Ethnic and Urban Intersections in the Classroom
Critical Hip-Hop Language Pedagogies
Indigenous Language Education and Literacy
Moving the crowd, ‘crowding’ the emcee
Introduction
Text Design Patterns in the Writing of Urban African American Students
A Culturally Based Cognitive Apprenticeship
Culturally Sustaining Pedagogy
Cultural Ways of Learning
Critical Care
Ideologies of legitimate mockery
From Content to Context
Toward a Theory of Culturally Relevant Pedagogy
Developing a Sociocritical Literacy in the Third Space
The Silenced Dialogue
Building a culture of collaboration through hybrid language practices
Black Noise
Moving to Dialogue
Short Fried-Rice-Eating Chinese MCs" and "Good-Hair-Havin Uncle Tom Niggas
| Unique citing works | 674 |
|---|---|
| Citations per year | 56,17 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 673 |