Culturally Sustaining Catch-Up? How English Language Arts Teachers “Compensate” with Culturally Sustaining Pedagogy After the State Exam
Bibliographic Data
| ID | 7172684 |
|---|---|
| Authors | Daniel P Moore (0000-0003-3641-9586, Stanford University, Stanford, CA, USA, corresponding author) |
| Year | 2025 |
| Volume | 60 |
| Issue | 7 |
| Pages | 2016-2050 |
| Publication date | 2025-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00420859241266605 |
| OpenAlex | W4401439807 |
| Language | EN |
| Citations received | 4 |
| References cited | 75 |
What does it mean to teach in a school that claims commitment to both culturally sustaining pedagogy and high-stakes test achievement? This study explores how ELA teachers perceive and navigate that tension over a school year. Specifically, it examines how teachers describe their instruction before and after the April state exam. Analysis of interviews and artifacts from nine teachers indicated that, after the exam, teachers consciously compensated for a lack of culturally sustaining pedagogy earlier in the year. Teachers described compensating post-test through criticality, plurality, and democracy—attempting a form of culturally sustaining catch-up. They also more frequently mentioned joy
Language arts · Mathematics education · Pedagogy · Political science · Sociology · State (computer science) · The arts · Global Education and Multiculturalism · Multilingual Education and Policy · Psychology · Teacher Education and Leadership Studies
The Oxford Handbook of Moral Development
The Testing Charade
The Sage Encyclopedia of Qualitative Research Methods
Speculative Research
The Theory and Practice of Culturally Relevant Education
Chapter 8 Education, Multilingualism and Translanguaging in the 21st Century
EJ Extra
The Method Section as Conceptual Epicenter in Constructing Social Science Research Reports
Qualitative Interviewing and Grounded Theory Analysis
Snowball Sampling
Ways with Words
The Discovery of Grounded Theory
Reimagining american education
Culturally Sustaining Pedagogies and Our Futures
Reconciling Competing Missions of English Education
Doing Youth Participatory Action Research
What’s Race Got To Do With It
Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty
Beyond a Test Score
Cultivating Digital and Popular Literacies as Empowering and Emancipatory Acts Among Urban Youth
(Re)Defining Urban Education
A Century of Change in High School English Assessments
Translanguaging, Coloniality, and English Classrooms
Testing and Student Engagement with Literature in Urban Classrooms
High-Stakes Testing and Discursive Control
Learning from those who no longer teach
The Effects of High-Stakes Accountability Measures on Students With Limited English Proficiency
Overkill
Stakes Is High”
The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out
Confronting the Marginalization of Culturally Responsive Pedagogy
Black Girls’ Reading Motivations
The Status That Troubled Me
Context as Content in Urban Teacher Education
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From Teacher Education to Practicing Teacher
Students’ Critical Meta-Awareness in a Figured World of Achievement
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(Re)membering in the Pedagogical Work of Black and Brown Teachers
But What is Urban Education
A Culturally Based Cognitive Apprenticeship
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Political Acts
Culturally Relevant Pedagogy 2.0
Culturally Sustaining Pedagogy
High-Stakes Testing and Curricular Control
Funds of knowledge for teaching
Undoing Appropriateness
Toward a Theory of Culturally Relevant Pedagogy
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
Teaching To and Through Cultural Diversity
The Silenced Dialogue
Does Culturally Relevant Teaching Work? An Examination From Student Perspectives
How Many Interviews Are Enough
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |