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written by Django Paris
In 1995, Gloria Ladson-Billings published the landmark article "Toward a Theory of Culturally Relevant Pedagogy," giving a coherent theoretical statement for resource pedagogies that had been building throughout the 1970s and 1980s. Recently, numerous researchers have begun to question if the terms "relevant" and "responsive" are truly descriptive of much of the teaching and research founded upon them and, more importantly, if they go far enough in their orientation to the languages, literacies, and other cultural practices of communities marginalized by systemic inequalities. This essay proposes the term and stance of "culturally sustaining pedagogy" as an alternative that embodies some of the research and best practice in the resource pedagogy tradition and as a term that supports the value of multiethnic and multilingual pedagogies. Culturally sustaining pedagogy seeks to perpetuate and foster--to sustain--linguistic, literate, and cultural pluralism as part of the democratic project of schooling. In the face of current policies and practices that have the explicit goal of creating a monocultural and monolingual society, research and practice need equally explicit resistances that embrace cultural pluralism and cultural equality.
Educational Researcher: Volume 41, Issue 3, Pages 93-97
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
Education - Basic Research
- Societal Issues
= Cultural Issues
= Gender Issues
= Race Issues
- Graduate/Professional
- Reference Material
= Article
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Pedagogy Guide
- Researchers
- Administrators
- Educators
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© 2012 Sage Publishing
DOI:
10.3102/0013189X12441244
Keywords:
culturally sustaining pedagogy, educational equity, justice in education
Record Creator:
Metadata instance created November 24, 2021 by Sam McKagan
Record Updated:
December 13, 2021 by Caroline Hall
Last Update
when Cataloged:
March 29, 2012
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AIP Format
D. Paris, , EDUC RESEARCHER 41 (3), 93 (2012), WWW Document, (https://doi.org/10.3102/0013189x12441244).
AJP/PRST-PER
D. Paris, Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice, EDUC RESEARCHER 41 (3), 93 (2012), <https://doi.org/10.3102/0013189x12441244>.
APA Format
Paris, D. (2012, March 29). Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice. EDUC RESEARCHER, 41(3), 93-97. Retrieved September 25, 2022, from https://doi.org/10.3102/0013189x12441244
Chicago Format
Paris, Django. "Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice." EDUC RESEARCHER. 41, no. 3, (March 29, 2012): 93-97, https://doi.org/10.3102/0013189x12441244 (accessed 25 September 2022).
MLA Format
Paris, Django. "Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice." EDUC RESEARCHER 41.3 (2012): 93-97. 25 Sep. 2022 <https://doi.org/10.3102/0013189x12441244>.
BibTeX Export Format
@article{ Author = "Django Paris", Title = {Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice}, Journal = {EDUC RESEARCHER}, Volume = {41}, Number = {3}, Pages = {93-97}, Month = {March}, Year = {2012} }
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%A Django Paris %T Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice %J EDUC RESEARCHER %V 41 %N 3 %D March 29, 2012 %P 93-97 %U https://doi.org/10.3102/0013189x12441244 %O text/html

EndNote Export Format

%0 Journal Article %A Paris, Django %D March 29, 2012 %T Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice %J EDUC RESEARCHER %V 41 %N 3 %P 93-97 %8 March 29, 2012 %U https://doi.org/10.3102/0013189x12441244


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