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Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World

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Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches. Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color. Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong“All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst“This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles“This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley


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Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches. Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color. Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong“All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst“This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles“This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley

30 review for Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World

  1. 4 out of 5

    Juan

    Very insightful.

  2. 4 out of 5

    Shawn Towner

    The first chapter ("What is Culturally Sustaining Pedagogy and Why Does It Matter?") should be required reading in education programs. Part I of the book has essays that are all interesting to read and that deal with different classroom contexts for CSP. I didn't find the essays in Part II as interesting, possibly because I was reading them with my teacher hat on so the theoretical focus of the Part II essays was less engaging than the classroom/student stories that enliven the Part I essays. The first chapter ("What is Culturally Sustaining Pedagogy and Why Does It Matter?") should be required reading in education programs. Part I of the book has essays that are all interesting to read and that deal with different classroom contexts for CSP. I didn't find the essays in Part II as interesting, possibly because I was reading them with my teacher hat on so the theoretical focus of the Part II essays was less engaging than the classroom/student stories that enliven the Part I essays.

  3. 5 out of 5

    Peaches

    I appreciated so much about this book. It's accessible while still engaging in relevant scholarship, it provides a range in representation of students of color as well as different educational settings, and it's a great resource for people who are beginning to learn about CSP and people who are looking to enhance their understanding. My favorite chapter was San Pedro's on sacred truth spaces. I loved the images, the narrative analysis, and the concept. My one qualm with this book was it doesn't pr I appreciated so much about this book. It's accessible while still engaging in relevant scholarship, it provides a range in representation of students of color as well as different educational settings, and it's a great resource for people who are beginning to learn about CSP and people who are looking to enhance their understanding. My favorite chapter was San Pedro's on sacred truth spaces. I loved the images, the narrative analysis, and the concept. My one qualm with this book was it doesn't provide enough concrete examples or specific curricular advice for teachers to easily transfer into their practices. There could have at least been some questions to guide the readers to think about that.

  4. 5 out of 5

    Anna Cross

    A pivotal book for teachers early in their career and/or teachers that expanding on their pedagogy. The work of Paris & Alim as well as Gloria Ladson-Billings contribution to their new frameworks offered within the book. Chapter 3 completely changed how I saw my students and their linguistic skills - it made my respect and awe for them grow even further when I had context for their daily ability to move through linguistic worlds. This book would also do well as a professional development tool fo A pivotal book for teachers early in their career and/or teachers that expanding on their pedagogy. The work of Paris & Alim as well as Gloria Ladson-Billings contribution to their new frameworks offered within the book. Chapter 3 completely changed how I saw my students and their linguistic skills - it made my respect and awe for them grow even further when I had context for their daily ability to move through linguistic worlds. This book would also do well as a professional development tool for social justice and/or multicultural schools / school programs.

  5. 5 out of 5

    Lorena German

    The textbook for how to teach CSP. Chapter 1 offers a concise summary of the problematic state of education we are facing and introduces hope via a culturally sustaining approach. Each chapter is written by invited guest authors, including Dr. Gloria Ladson-Billings herself. They're all strong and discuss a different take of CSP in the classroom/in practice. The textbook for how to teach CSP. Chapter 1 offers a concise summary of the problematic state of education we are facing and introduces hope via a culturally sustaining approach. Each chapter is written by invited guest authors, including Dr. Gloria Ladson-Billings herself. They're all strong and discuss a different take of CSP in the classroom/in practice.

  6. 5 out of 5

    Becca

    The essays in this book cover a tremendous amount of intellectual ground. Together they act as both a useful introduction to CSP and as a deep dive into the meanings, entailments, and possibilities of taking up CSP in educational research and praxis.

  7. 5 out of 5

    Salamah

    I needed this book for my research studies. I am hoping to do research in this area.

  8. 5 out of 5

    Ricki

    A very powerful book that all educators should read.

  9. 5 out of 5

    Beth

    Lots of good empirical studies here surrounding CSP.

  10. 4 out of 5

    Mills College Library

    370.117 C9686 2017

  11. 4 out of 5

    Ietrio

    Emotionally loaded words and hot air. Or academic paper pushers at work.

  12. 4 out of 5

    Christine Thompson

  13. 5 out of 5

    Sasha Cameron

  14. 5 out of 5

    Vivek Vellanki

  15. 5 out of 5

    Donald Quist

  16. 4 out of 5

    Graham Charles

  17. 4 out of 5

    Kim Fontana

  18. 5 out of 5

    Cami

  19. 4 out of 5

    Lindsey Kaiser

  20. 5 out of 5

    Portia York

  21. 5 out of 5

    Paula

  22. 4 out of 5

    Esta Montano

  23. 5 out of 5

    Brigitte

  24. 4 out of 5

    Patrizia

  25. 5 out of 5

    Katie Cheng

  26. 4 out of 5

    Christine Leider

  27. 5 out of 5

    Erica Warren

  28. 5 out of 5

    Daniel LaMere

  29. 4 out of 5

    Jason

  30. 5 out of 5

    Maddie

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