Disrupting the status quo: exploring culturally relevant and sustaining pedagogies for young diverse learners

Wynter-Hoyte, Kamania; Braden, Eliza G.; Rodriguez, Sanjuana; Thornton, Natasha A.

doi:10.1080/13613324.2017.1382465

Cited by 39 publications

(16 citation statements)

References 24 publications

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“…In addition to welcoming and protecting multiple languages within and across learning environments, a growing number of studies framed by CSP document efforts to center the knowledge of communities, students, and families to cultivate critical inquiries (Jaffe-Walter & Lee, 2018). Wynter-Hoyte et al (2019) invited students to share lived experiences with immigration and family separation during interactive picturebook read-alouds, whereas Kganetso (2016) conducted surveys with families, performed neighborhood walks, and took pictures of community sites to develop her own culturally sustaining informational texts for students. In addition to this inclusion of a broader range of texts reflective of experiential and familial knowledge, CSP also welcomes popular culture as a text and as a site of inquiry.…”

Section: Csp Within Literacy Classroomsmentioning

confidence: 99%

Bringing a Culturally Sustaining Lens to Reading Intervention

Wissman

2021

Journal of Literacy Research

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This study explores the possibilities and tensions that emerged when a literacy specialist brought a culturally sustaining lens to her work in a reading intervention setting with five emergent bilinguals. Utilizing a case study methodology, the study draws on data from class transcripts, interviews, student writing and artwork, and fieldnotes collected over 2 years. During data analysis, three themes, “get proximate,” “get connected,” and “get moving,” were constructed. Findings illustrate the complex relationship between practices designed to bring students’ linguistic and cultural resources into the classroom (“get proximate” and “get connected”) within a context designed to facilitate measurable growth in students’ reading skills ("get moving"). Findings contain seeds for further exploration related to engaging students’ languages and lived experiences to build foundational skills. The study suggests that more cohesive incorporation of culturally sustaining practices would require a (re)consideration of monolingualism and narrow definitions of literacy within interventions and assessments.

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Section: Csp Within Literacy Classroomsmentioning

confidence: 99%

Bringing a Culturally Sustaining Lens to Reading Intervention

Wissman

2021

Journal of Literacy Research

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“…Such partnership requires teachers to understand families’ literacy values and practices and to use the students’ cultural referents (Wynter‐Hoyte, Braden, Rodriguez, & Thornton, 2019). As Paris and Alim (2014) suggested, those values and practices are deeply rooted in rich and innovative linguistic, literate, and cultural ways.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Culturally Sustaining Instruction for Arabic‐Speaking English Learners

Louie¹,

Sierschynski²

2020

The Reading Teacher

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Arabic is the second most common home language of English learners in the United States. Educators seek to design culturally sustaining pedagogy to develop Arabic‐speaking English learners’ English skills while nourishing their heritage language and affirming their culture's values. The authors report on a series of interviews with three Arabic mothers on their perceptions of North American and Arabic award‐winning picture books and their experience of reading with their children. Based on the analysis of the interviews, the authors put forward five culturally sustaining pedagogical possibilities.

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“…Equally important, many opportunities to interrupt discrimination are missed. Similar to other scholars (Baines et al, 2018;Wynter-Hoyte et al, 2017), we seek to make teachers aware of how oppression is cultivated and sustained in P-12 school systems.…”

Section: Introductionmentioning

confidence: 97%

A framework for helping teachers interrupt oppression in their classrooms

Muller

Boutte

2019

JME

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Purpose Providing insights into the need to go beyond superficial equity efforts in classrooms, the authors present a standardized test analogy to make the concept of oppression accessible and relevant for educators. Three levels of oppression (individual, institutional and cultural/societal) are described along with a brief overview of Paulo Freire’s four dimensions of oppression. Drawing parallels from a children’s book, Testing Miss Malarkey (Finchler, 2014), strategies for recognizing and interrupting oppression are offered. The authors recommend resources that teachers can use to help children and themselves take reflective actions (praxis) to interrupt systemic types of oppressions in their classrooms and personal spaces. Design/methodology/approach This paper is grounded in the belief that to teach in socially just and equitable ways, educators benefit from a fundamental understanding of how systems of oppression work in classrooms and in society. The paper provides both a theoretical and practical approach to help guide educators’ efforts in such a way as to address systemic issues of racism, classism, sexism, heterosexism and other “isms” (systems of oppression). Findings This paper does not present findings such as those found in an empirical study. However, it does provide an overview of Freire’s levels of oppression along with instructional guidelines to assist teachers in helping provide children with tools to understand oppression and to take reflective actions (praxis) to make a dent in systemic types of oppressions in their classrooms and worldwide. Research limitations/implications There are many other decolonizing frameworks that are available. This translational study focuses on one of them (Freire’) and what it means for teachers. Practical implications Believing that the school years are foundational for providing children with the tools that they need to be able to identify and address the ongoing acts of oppression, this paper seeks to make the topic accessible to educators with the hope that they can make a lasting and positive difference in children’s lives (and in society in general). Recommended resources are provided. Social implications To interrupt and counter oppression, educators must be informed. The benefits of doing so readily extend to society in general; so, it is important for both educators and students to understand oppression and have tools for disrupting it. Originality/value This paper takes the original approach of using standardized tests as analogy to make the concept of oppression accessible and relevant for educators. The authors use this example because they recognize that many teachers can identify with feeling disempowered by the standardized testing mandates and frenzy. They believe that educators will be able to extrapolate the process by which the loss of their power occurs with standardized testing to understand how institutional oppression works. Neither author has seen an article that uses an analogy from the professional lives of teachers to illustrate oppression.

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Disrupting the status quo: exploring culturally relevant and sustaining pedagogies for young diverse learners

Cited by 39 publications

References 24 publications

Bringing a Culturally Sustaining Lens to Reading Intervention

Bringing a Culturally Sustaining Lens to Reading Intervention

Culturally Sustaining Instruction for Arabic‐Speaking English Learners

A framework for helping teachers interrupt oppression in their classrooms

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