Culturally Sustaining Pedagogies in the Current Moment: A Conversation With Django Paris and H. Samy Alim

Caraballo, Limarys; Martinez, Danny C.; Paris, Django; Alim, H. Samy

doi:10.1002/jaal.1059

Cited by 9 publications

(7 citation statements)

References 4 publications

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“…The authority of the texts decreases when teachers guide students to return to the “reading event” and motivate them to find texts that strike them the most (Rosenblatt, 1982, p. 276). During this process, students have the agency to reflect on new experiences using their “multilingual and translingual strengths” (Caraballo, Martinez, Paris, & Alim, 2020, p. 698). Connecting their past, present, and future is stressed throughout the pedagogical applications.…”

Section: Discussionmentioning

confidence: 99%

Using picture books to support cultural transitions among college international students: Pedagogical designs for ESL classrooms

Jing

2021

TESOL Journal

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in addition to linguistic and cultural challenges. As such, scholarship calls for diverse methods to provide culturally sensitive services (Mori, 2000), such as creating social networks to offer support from peers and faculty (Chavajay, 2013;Shu et al., 2020). Clearly, the fact that college English as a second language (ESL) classes are oriented toward international students makes it an ideal space to provide social support. It is therefore imperative for ESL

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Section: Discussionmentioning

confidence: 99%

Using picture books to support cultural transitions among college international students: Pedagogical designs for ESL classrooms

Jing

2021

TESOL Journal

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“…Applied to curriculum and instruction, this approach to literacy is closely connected to asset-based pedagogies. Here, asset-based pedagogies refers to approaches to teaching and learning that frame students' diverse cultural knowledge as strengths rather than deficits through presumed White cultural norms (Caraballo et al, 2020;López, 2017). Teachers who take an asset-based view have recognized sociohistorical realities in schooling and centered the funds of knowledge of racially, linguistically, and culturally diverse student populations (Ladson-Billings, 2009).…”

Section: Sociocultural Asset-based Approaches To Literacymentioning

confidence: 99%

Critical Inquiry in (and About) Media Environments: Examining an Asset-Based Digital Literacy Curriculum

Nash

2024

Journal of Literacy Research

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Scholars have long recognized that reading in digital spaces requires unique skills, strategies, and competencies in comparison to those needed for reading printed text. In recent years, the ubiquity of social media and algorithmically targeted content has radically changed the nature of online reading and meaning making. Technological changes have occurred simultaneously with radically altered sociocultural and sociopolitical contexts. To account for an altered technological and sociocultural landscape, new approaches to teaching digital reading and critical media literacy are needed. Addressing these concerns, this case study detailed a digital reading curriculum designed to be responsive to both the contemporary digital media environment and to students’ out-of-school digital literacy practices and contexts. The curriculum was collaboratively designed by five middle-school language arts teachers who participated in a semester-long professional learning group focused on digital reading. Drawing upon sociocultural, asset-based, and culturally relevant philosophies of education, these five teachers designed a unique digital reading curriculum. This study examined the nature of this curriculum. The findings detailed four aspects of the teachers’ unit: (1) digital reading instruction situated within students’ literate lives; (2) critical instruction regarding systemic features of the internet such as algorithms and clickbait; (3) lessons in which students interrogate socially situated meaning making; and (4) lessons focused on the role of emotions while reading online. The findings have implications for future digital reading and media literacy curricula intended to be responsive to students’ funds of knowledge, ever-changing literacy technologies, and new, emergent ways of reading and practicing literacy on the internet.

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“…At the same time, it is necessary to acknowledge the contradiction in working to sustain students’ cultural identities within a traditional school context and with a prescribed curriculum. Paris himself says that this work “can’t exist in schools as they currently are” because of the transformational approach to schooling it requires (cited in Caraballo et al., 2020, p. 699). However, Paris goes on to say that a “productive resistance” to mainstream schooling is something CSP educators need to engage in (p. 699), and a critical approach to the canon of literature taught in secondary schools is one step educators can take toward resisting dominant pedagogies in traditional school contexts.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Critically Reading the Canon: Culturally Sustaining Approaches to a Prescribed Literature Curriculum

Ervin¹

2021

J Adolescent & Adult Lit

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Culturally sustaining pedagogy (Paris, 2012) has emerged as an essential way to value the evolution of culture among diverse learners. Discussions around teaching in a culturally sustaining manner in the English language arts classroom, specifically when teaching literary analysis, often address the need to incorporate multicultural literature so that students are exposed to stories told from diverse perspectives. However, the reality in many schools is that teachers do not have ownership over their curriculum in a way that allows them to choose which texts they read and study with students. In this context, culturally sustaining teaching presents a difficult challenge. In this literature review, the author presents classroom strategies that apply a critical literacy lens to analysis of canonical literature as a way to create a place for culturally sustaining teaching within a prescribed curriculum.

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Culturally Sustaining Pedagogies in the Current Moment: A Conversation With Django Paris and H. Samy Alim

Abstract: This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities.

Cited by 9 publications

References 4 publications

Using picture books to support cultural transitions among college international students: Pedagogical designs for ESL classrooms

Using picture books to support cultural transitions among college international students: Pedagogical designs for ESL classrooms

Critical Inquiry in (and About) Media Environments: Examining an Asset-Based Digital Literacy Curriculum

Critically Reading the Canon: Culturally Sustaining Approaches to a Prescribed Literature Curriculum

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