Scribd Logo
Upload

Welcome to Scribd!

  • 399 views

    Culturally Sustaining Pedagogy

    Uploaded by

    CPaulE33
    Culturally Sustaining Pedagogy (CSP) builds upon Culturally Responsive Pedagogy by encouraging teachers to not only teach privileged knowledge but also foster students' cultural knowledge. CSP works to cultivate acceptance in the classroom by understanding students' cultures and incorporating cultural elements. When students feel their culture is valued, they are more engaged with learning. Teachers who practice CSP set high expectations for all students, establish cultural competence, and share power with students.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd

    Culturally Sustaining Pedagogy

    Uploaded by

    CPaulE33
    399 views2 pages
    Culturally Sustaining Pedagogy (CSP) builds upon Culturally Responsive Pedagogy by encouraging teachers to not only teach privileged knowledge but also foster students' cultural knowledge. CSP works to cultivate acceptance in the classroom by understanding students' cultures and incorporating cultural elements. When students feel their culture is valued, they are more engaged with learning. Teachers who practice CSP set high expectations for all students, establish cultural competence, and share power with students.

    Copyright

    © Attribution Non-Commercial (BY-NC)

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Culturally Sustaining Pedagogy (CSP) builds upon Culturally Responsive Pedagogy by encouraging teachers to not only teach privileged knowledge but also foster students' cultural knowledge. CSP works to cultivate acceptance in the classroom by understanding students' cultures and incorporating cultural elements. When students feel their culture is valued, they are more engaged with learning. Teachers who practice CSP set high expectations for all students, establish cultural competence, and share power with students.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    399 views2 pages

    Culturally Sustaining Pedagogy

    Uploaded by

    CPaulE33
    Culturally Sustaining Pedagogy (CSP) builds upon Culturally Responsive Pedagogy by encouraging teachers to not only teach privileged knowledge but also foster students' cultural knowledge. CSP works to cultivate acceptance in the classroom by understanding students' cultures and incorporating cultural elements. When students feel their culture is valued, they are more engaged with learning. Teachers who practice CSP set high expectations for all students, establish cultural competence, and share power with students.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Culturally Sustaining Pedagogy

    Culturally Responsive Pedagogy (CRP) uses the


    classroom to not only teach the concepts and
    skills of the discipline, but also to help students
    recognize ways in which to use these concepts
    and skills in the real worlds that students come
    from and live in. An expansion of CRP is
    Culturally Sustained Pedagogy (CSP), which
    encourages teachers and students learn not only
    privileged knowledge, but also foster the growth
    of students current cultural knowledges.
    Teachers use the community culture(s) to show
    students how disciplinary concepts are already
    in their world, then help students learn how to
    use these concepts to understand (and possibly
    change) the world around them.
    CSP works by cultivating an environment of
    acceptance in the classroom. Teachers work to
    understand students cultures and bring elements
    of those cultures into the classroom. For
    example, teachers could choose to use culturally
    relevant contexts (such as poverty, health issues,
    spirituality, discrimination, etc.) to help students
    learn disciplinary concepts.
    When students feel their culture, and their
    identities, are valued, they are more likely to
    care about the material and work toward
    learning it. Further, by connecting disciplinary
    concepts to the experiences and knowledges
    students already have, teachers help students see
    the relevance of school learning to their own
    lives.
    Teachers who use CSP in their classrooms
    engage these three factors:
    1. Same high expectations for all students:
    Teachers model, scaffold, and clarify
    behavioral, academic, and social
    expectations for students, using
    students strengths as starting points.
    2. Cultural and linguistic competence:
    Teachers establish and cultivate
    school/home relationships, and reshape
    prescribed curriculum to build on
    students funds of knowledge. Teachers
    encourage students to use home
    languages and symbolic systems, as well
    as offer opportunities for students to
    express themselves in multiple modes of
    creating.
    3. Critical consciousness: Teachers share
    classroom power with students, and
    make external power structures explicit
    for students.
    References
    Gutirrez, Rochelle. "Context Matters: How
    Should We Conceptualize Equity in
    Mathematics Education?." Equity in
    Discourse for Mathematics Education.
    Springer Netherlands, 2012. 17-33.
    Gutirrez, Rochelle. "Embracing Nepantla:
    Rethinking" Knowledge" and its Use in
    Mathematics Teaching." Journal of
    Research in Mathematics Education 1.1
    (2012): 29-56.
    Gutstein, Eric. "Connecting community, critical,
    and classical knowledge in teaching
    mathematics for social justice."Alternative
    Forms of Knowing (in) Mathematics.
    SensePublishers, 2012. 300-311.
    Gutstein, Eric Rico. "Mathematics as a weapon
    in the struggle." Opening the Cage.
    SensePublishers, 2012. 23-48.
    Ladson-Billings, Gloria. "Toward a theory of
    culturally relevant pedagogy."American
    educational research journal 32.3 (1995):
    465-491.
    Paris, Django. Culturally Sustaining Pedagogy:
    A Needed Change in Stance, Terminology,
    and Practice. Educational Researcher 41.3
    (2012): 93-97.
    Rodriguez, Nidia. Searching for a Culturally
    Relevant Pedagogy in a High School
    Algebra Support Classroom. Diss. 2012.
    Culturally Sustaining Pedagogy

    In practice (Mathematics)
    Teachers allow students to explore
    multiple ways of showing work for
    commonly misunderstood problems
    (such as inverse functions or
    exponential equations). Teachers can
    provide examples of different cultures
    ways of solving such problems.
    When learning about graphs, have
    students explore different relationships
    in their family or community. Use these
    relationships to show how graphs
    model real-world data. (For example,
    my graph could show year by month,
    and decibel level of my parents
    conversations).















    In practice (English)
    Students pick an historical landmark,
    place, or artifact that has meaning for
    them and use that as a basis for a
    research project/paper.
    Students identify a theme in their life
    that is important to them (family,
    independence, perseverance, etc.),
    then find a couple books (one from
    each of 2-3 categories) and explain
    how the books relate to their theme.


    In combination: Lessons to bridge math and English
    Students create their own word problems for a mathematics unit, using their cultural knowledges
    and experiences. Peers attempt to solve the problems, without help from other students or
    teachers (simulating test-environments), noting what they dont understand and what was difficult.
    Students then use their word problems as the start of English projects to explain to their peers the
    elements of their culture (food, language, material objects, rituals, attitudes, beliefs, worldviews,
    measuring systems, etc.). Peers then go back to the word problems to solve them, noting whether
    understanding the cultural context helped them solve the problems, and reflecting on cultural
    values in a math class. Lesson here.
    Have students analyze building schematics and information (ex. support beam placement,
    materials, roof angles, costs of labor, time to completion, intended use, etc.) in order to decide
    whether there are fundamental differences in structural quality/longevity between/within
    neighborhoods. In English, students explore different experiences (including interviewing people in
    the community) of housing and analyze whether these texts reflect the kinds of findings in
    mathematics classes.

    You might also like