Supporting Critical Literacies through Culturally Sustaining Pedagogy Within Youth-Led Spaces

2021 ◽  
pp. 428-436
Author(s):  
Casey Philip Wong ◽  
Tanja Burkhard
Keyword(s):  
Culturally Sustaining Pedagogy ◽  
Critical Literacies

Exploring Culturally Sustaining Writing Pedagogy in Urban Classrooms

2017 ◽  
Vol 66 (1) ◽  
pp. 215-231 ◽  
Author(s):  
Rebecca Woodard ◽  
Andrea Vaughan ◽  
Emily Machado
Keyword(s):  
Writing Pedagogy ◽  
Dominant Culture ◽  
Writing Teachers ◽  
Writing Curriculum ◽  
Culturally Sustaining Pedagogy ◽  
Semistructured Interviews ◽  
Critical Practices ◽  
Official Languages ◽  
Using Data ◽  
Urban Classrooms

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.

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

2014 ◽  
Vol 84 (1) ◽  
pp. 85-100 ◽  
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.

Learning Black Language Matters

2017 ◽  
Vol 10 (4) ◽  
pp. 360-377 ◽  
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.

scholarly journals Transnational Civic Education and Emergent Bilinguals in a Dual Language Setting

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.

‘What is the meaning of a safety-pin?’ Critical literacies and the ethnographic turn in contemporary art

2013 ◽  
Vol 16 (5) ◽  
pp. 507-520 ◽  
Author(s):  
Kris Rutten ◽  
An van. Dienderen
Keyword(s):  
Cultural Studies ◽  
Contemporary Art ◽  
Literacy Practices ◽  
Ethnographic Methods ◽  
Literacy Practice ◽  
Symbolic Representations ◽  
Art Practices ◽  
Critical Literacies ◽  
Situated Literacy ◽  
Safety Pin

In this contribution we address the concept of critical literacies by analyzing how symbolic representations within subcultures can be understood as an engagement with specific literacy practices. For some time now, cultural studies researchers with an interest in literacy have depended upon ethnographic methods to document how members of subcultural communities mobilize literacy practices to achieve critical ends. But the extent to which ethnography actually grants researchers access to subcultural perspectives on literacy has come into question. In this article, we aim to problematize and thematize the ethnographic perspective on literacy in general – and subculture as a situated literacy practice in particular – by critically assessing contemporary art practices that focus on the representation of subcultural identities. We therefore specifically look at artwork by Nikki S. Lee, who focuses on subcultures in her work through ‘going native performances’.

‘Personal data literacies’: A critical literacies approach to enhancing understandings of personal digital data

2018 ◽  
Vol 21 (2) ◽  
pp. 419-437 ◽  
Author(s):  
Luci Pangrazio ◽  
Neil Selwyn
Keyword(s):  
Digital Literacy ◽  
Data Science ◽  
Personal Data ◽  
Digital Data ◽  
Data Generation ◽  
Critical Literacies ◽  
And Control ◽  
Future Education ◽  
Socially Situated ◽  
Crucial Part

The capacity to understand and control one’s personal data is now a crucial part of living in contemporary society. In this sense, traditional concerns over supporting the development of ‘digital literacy’ are now being usurped by concerns over citizens’ ‘data literacies’. In contrast to recent data safety and data science approaches, this article argues for a more critical form of ‘personal data literacies’ where digital data are understood as socially situated and context dependent. Drawing on the critical literacies tradition, the article outlines a range of salient socio-technical understandings of personal data generation and processing. Specifically, the article proposes a framework of ‘Personal Data Literacies’ that distinguishes five significant domains: (1) Data Identification, (2) Data Understandings, (3) Data Reflexivity, (4) Data Uses, and (5) Data Tactics. The article concludes by outlining the implications of this framework for future education and research around the area of individuals’ understandings of personal data.

Stakeholder Discourses About Critical Literacies and Audience Participation

2018 ◽  
pp. 179-195
Author(s):  
Maria José Brites ◽  
Niklas Alexander Chimirri ◽  
Inês Amaral ◽  
Gilda Seddighi ◽  
Marisa Torres da Silva ◽  
...  
Keyword(s):  
Audience Participation ◽  
Critical Literacies

Queering critical literacies: disidentifications and queer futurity in an afterschool storytelling and roleplaying game

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Scott Storm ◽  
Karis Jones
Keyword(s):  
High School Students ◽  
Queer Theory ◽  
Design Methodology ◽  
Participatory Action ◽  
School Students ◽  
Content Type ◽  
Societal Norms ◽  
Critical Literacies ◽  
One Year ◽  
Theory Framework

Purpose This paper aims to describe the critical literacies of high school students engaged in a youth participatory action research (YPAR) project focused on a roleplaying game, Dungeons and Dragons, in a queer-led afterschool space. The paper illustrates how youth critique and resist unjust societal norms while simultaneously envisioning queer utopian futures. Using a queer theory framework, the authors consider how youth performed disidentifications and queer futurity. Design/methodology/approach This study is a discourse analysis of approximately 85 hours of audio collected over one year. Findings Youth engaged in deconstructive critique, disidentifications and queer futurity in powerful enactments of critical literacies that involved simultaneous resistance, subversion, imagination and hope as youth envisioned queer utopian world-building through their fantasy storytelling. Youth acknowledged the injustice of the present while radically envisioning a utopian future. Originality/value This study offers an empirical grounding for critical literacies centered in queer theory and explores how youth engage with critical literacies in collaboratively co-authored texts. The authors argue that queering critical literacies potentially moves beyond deconstructive critique while simultaneously opening spaces for resistance, imagination and utopian world-making through linguistic and narrative-based tools.

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