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Culturally Sustaining

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Bianca Ianzito

on 23 October 2013

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Transcript of Culturally Sustaining

Culturally Sustaining Pedagogy in Practice: Valuing and Maintaining Multicultural Literacies and Identities
Critical Multiculturalism
Opposes common or hegemonic culture and promotes democratic initiatives in curriculum and pedagogy (McLaren, 1994; McLaren, 2003)
Like CSP, seeks to sustain cultural pluralism and negate exclusivity
Cultural Competence
What teachers perceive along with what they believe, say, and do has the ability to either disable or empower the diverse student population in the classroom (Taylor, 2010).
Multiliteracies and Embodied practices as a CSP
By allowing for a wider range of literacy practices in classrooms, we invite many adolescent cultures to engage equitably.
Multiple literacies engage adolescents in relevant literacy practices and make them matter (Jacobs, 2008; Alverman, 2009).
Further, engaging in multiliteracies that make room for language, culture, interests, and ideas potentially transforms experiences of school, an environment full of dominant discourses (Haddix, 2012).
Culturally Sustaining
Pedagogy
"No culture can live, if it claims to be exclusive"-- Gandhi, 1936
Paris (2012)- problematizes culturally-relevant/ culturally-responsive pedagogy ; proposes "culturally sustaining pedagogy" (CSP)
CSP- (1) maintain cultural/linguistic identities , (2) minimize cultural loss, and (3) resist White middle-class norms of education
Critical Multiculturalism in Practice
Beginning the conversation about "hot lava' topics in the classroom
- Cultural collage projects
- Inviting students into conversations
Adapting cultural themes to literature instead of content
Resistance
Sustainability
Review of Cultural Competence
Teachers should have a knowledge base of their students’ ethnic backgrounds, cultural values, traditions, practices, and learning styles, but also that to incorporate this knowledge into the classroom effectively, educators must also examine their own ideas, beliefs, and personal biases (Taylor, 2010)
Cultural Competence in Practice
Gallavan's (2005) reworking of McIntosh’s (1989) idea of “unpacking our invisible knapsacks.”
RT & SA 1
An effective interlacing of Django Paris’s technique and that of Rob Fleming’s Survivor method of reciprocal teaching would effectively inspire my students at Eastmoor Academy. The pedagogical method of reciprocal teaching and student agency is used to complement these techniques. Teachers of mostly African-American high school students must set aside traditional approaches and embrace a “culturally sustaining pedagogy” (Paris, 95). That would be my goal by infusing Django’s cultural relevance with Fleming’s Survivor concept of fun competition.
Review of Multiliteracies
The New London Group (1996) presented a Multiliteracies Pedagogy that specifically called for ‘multiplicity of discourse” that “account for the context of our culturally and linguistically diverse and increasingly globalized society” (p. 61).
Leander and Boldt (2012) published a critique of A Multiliteracies Pedagogy, bringing to light the absence of the body, as well as the fluid and emergent potential it has as literacy.
Literacies that expand to include the body also expand the ways in which the culture of adolescents may be sustained or even liberated.
In Practice
Out of school practices
Lee becoming manga
Winn (2014, 2011) and Ross (2009) theater work
In school practices
Embodying characters, reporters, writers
This embodied becoming, as a pedagogy, extends cultural experiences and promotes literate pluralism (Paris, 2012). It brings literacy practices relevant, important, and chosen by adolescents into spaces where they are valued, sustaining them.
Review of Critical Multiculturalism
Bridging Theory & Praxis: May & Sleeter (2010)

Flynn (2010)- case study of 8th grade social studies teacher who uses critical multiculturalism to make race and culture the meaningful center of his classroom

Via (1) defining culture, (2) cultural collision, (3) cultural conflict, and (4) cultural resolution
RT & SA 3
The students are “agents” because my pupils have a sense of belonging at Eastmoor Academy. They also see benefit and value from interacting with the teacher. They strive for real benefit with strong study skills, peer goal-setting and persistent effort -- despite purposeful challenges erected by their partner, the mentoring teacher. Students want to learn, yearn for achievement, and their student agency pairs with respectful reciprocal teaching to have a net overall gain in student proficiency and sense of self-worth.
RT & SA Vocab
Key information:
Reciprocal teaching is active teacher-to-student dialogue about a given subject or text. Student agency is a partnering buy-in by the learner to the challenges of relevant education with value-added results.
RT & SA 2
I have used reciprocal teaching and student agency at Eastmoor when teaching about multiple cultural similarities throughout history. The North Carolina Educational Laboratory quotes the 1986 work of A.S. Palincsar, one pioneer in the educational technique. Reciprocal teaching is active discussion between instructor and students about their text. It involves question generating as well as clarifying the author’s purpose and instructional intent. Initially, it also involves summarizing and predicting the ultimate meaning of a given text passage.
Reciprocal Teaching and Student Agency
Cultural competency involves ‘‘mastering complex awarenesses and sensitivities, various bodies of knowledge, and a set of skills that taken together, underlie effective cross cultural teaching’’ (Diller & Moule 2005, p. 5)
By having open and honest discussions about these beliefs and ideas, teachers can work to discover biases, prejudice, or misleading ideas they might hold about different cultures they may encounter in their classrooms.
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