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.