What Might Culturally Sustaining Pedagogy Mean for the Spanish Classroom?

We examine how culturally sustaining pedagogy that fosters linguistic and cultural pluralism might be taken up in writing instruction. Using data collected through semistructured interviews with nine urban elementary and middle school writing teachers, we document teachers’ conceptualizations and enactments of culturally sustaining writing pedagogy. Findings indicate that these teachers tended to make space for explicit discussions of language, culture, and power in the writing curriculum and to problematize expressions of dominant culture, such as an emphasis on official languages. We also explore the tensions that these teachers experienced in their pedagogy while engaging in culturally sustaining methods; for example, we documented teachers’ sense that writing needed to be more formal than speech and instances where their critical practices put them at odds with stakeholders in their schools. This work represents an emerging understanding of how culturally sustaining literacy pedagogy might be implemented in practice.

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What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward

Harvard Educational Review ◽

10.17763/haer.84.1.982l873k2ht16m77 ◽

2014 ◽

Vol 84 (1) ◽

pp. 85-100 ◽

Cited By ~ 416

Author(s):

Django Paris ◽

H. Samy Alim

Keyword(s):

Social Change ◽

Youth Culture ◽

Cultural Practices ◽

Cultural Pluralism ◽

Youth Of Color ◽

Culturally Sustaining Pedagogy ◽

The Past ◽

Youth Identity ◽

Global World

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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Translanguaging in Systemic Functional Linguistics: A Culturally Sustaining Pedagogy for Writing in Secondary Schools

Educational Linguistics - Bilingual Learners and Social Equity ◽

10.1007/978-3-319-60953-9_8 ◽

2017 ◽

pp. 153-178 ◽

Cited By ~ 6

Author(s):

Nihal Khote

Keyword(s):

Secondary Schools ◽

Systemic Functional Linguistics ◽

Culturally Sustaining Pedagogy ◽

Functional Linguistics

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Learning Black Language Matters

International Review of Qualitative Research ◽

10.1525/irqr.2017.10.4.360 ◽

2017 ◽

Vol 10 (4) ◽

pp. 360-377 ◽

Cited By ~ 4

Author(s):

April Baker-Bell ◽

Django Paris ◽

Davena Jackson

Keyword(s):

High School Students ◽

Collaborative Research ◽

Teaching And Learning ◽

Qualitative Inquiry ◽

Educational Justice ◽

School Students ◽

Culturally Sustaining Pedagogy ◽

The Core ◽

Black Language

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 us came to deepened knowledge about the role of BL in our lives and in the lives of the high school students we worked with through a humanizing research as culturally sustaining pedagogy framework. In this framework, the ability to participate in BL, research-based knowledge about BL, and critical collaborative research on BL joined reciprocal inquiry with teaching and learning to center the value of our Black language and Black lives within a schooling and research enterprise that often devalues both.

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Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting

Education Sciences ◽

10.3390/educsci8030128 ◽

2018 ◽

Vol 8 (3) ◽

pp. 128

Author(s):

Marialuisa Di Stefano ◽

Steven Camicia

Keyword(s):

Civic Education ◽

Dual Language ◽

Study Data ◽

Student Understanding ◽

Ethnographic Study ◽

Civic Culture ◽

Fundamental Aspect ◽

Student Work ◽

Culturally Sustaining Pedagogy ◽

Grade Classroom

Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and how the teacher used culturally sustaining pedagogy to foster a third space where this understanding was encouraged.

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«Cultura» en el PEFPI intereses del profesorado de español en formación inicial

Linguarum Arena ◽

10.21747/1647-8770/are12a5 ◽

2021 ◽

Vol 12 ◽

pp. 77-99

Author(s):

Pilar Nicolás Martínez ◽

Marta Pazos Anido ◽

Mónica Barros Lorenzo

Keyword(s):

Foreign Language ◽

Student Teachers ◽

Mother Tongue ◽

Teaching Practicum ◽

Upper Secondary Education ◽

Arts And Humanities ◽

Upper Secondary ◽

Second Year ◽

The University ◽

Spanish Classroom

This study is framed in the context of the pre-service masters degrees in the teaching of languages (Spanish as a foreign language + Portuguese as a mother tongue, and Spanish + English as foreign languages) given at the Faculty of Arts and Humanities of the University of Porto. This training is preparation for the teaching of languages in lower and upper secondary education in Portugal.During the second year of these masters degrees, trainees conduct a teaching practicum in secondary schools and prepare a reflective portfolio related to this experience. One of the sections of this document is based on the descriptors of the European Portfolio for Student Teachers of Languages (EPOSTL).In this study, seventy-five trainee portfolios were collected from 2014 to 2019 and the written reflections related to the EPOSTL descriptors associated with “Culture” were selected for analysis. The objective was to analyse trainees’ concerns, interests and perceptions about culture and its didactics in Spanish classroom, and in light of this, consider how to improve the training offered.

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