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What is Culturally Sustaining Pedagogy (CSP)

Chapter 2
Cases on Academic Program Redesign for Greater Racial and Social Justice
The study of culture whereby any student can contribute and feel welcome, no matter their cultural and ethnic background.
Published in Chapter:
Redesigning GE Language: Promoting Racial Consciousness in Beginning Spanish
Paula Cronovich (Point Loma Nazarene University, USA) and Jacqueline Mitchell (Point Loma Nazarene University, USA)
Copyright: © 2022 |Pages: 19
DOI: 10.4018/978-1-7998-8463-7.ch002
Abstract
This case study delineates changes enacted in the cultural program for beginning-level Spanish language students at a private, faith-based university. Given the restrictions of the pandemic insofar as virtual teaching and learning, as well as the national and international context of racial strife and inequities, the instructors took the opportunity to utilize antiracist pedagogy in order to reach the goals of meaningful content and measurable student outcomes. One of the General Education learning outcomes demonstrates how well students understand the “complex issues faced by diverse groups in global and/or cross-cultural contexts.” Within the context of Latin America and the Latina/Latino experience in the United States, the assignments focus on the intersections of race and gender as they relate to cultural expressions, ensuring that the approach does not obfuscate contributions nor realities of people of color.
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Chapter 5
Culturally Sustaining, SEL-Based Practices in Disciplinary Literacy Curricular Spaces
Refers to a teaching approach that values students’ social, cultural, and emotional influences, incorporates those influences within curricular spaces, and supports a critical analysis of discourses through multiple perspectives.
Published in Chapter: Culturally Sustaining, SEL-Based Practices in Disciplinary Literacy Curricular Spaces; From: Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning
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Chapter 22
Initial Literacy Teaching of Indigenous Children: Designing Pedagogy for Urban Schools
Student-centered pedagogy aimed at fostering flexible, fluid and critical multicultural and multilingual identities of diverse students.
Published in Chapter: Initial Literacy Teaching of Indigenous Children: Designing Pedagogy for Urban Schools; From: Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms
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Chapter 25
Embedding Diverse Children's Literature Throughout a Teacher Preparation Program
An educational theory based on the work of Samy Alim and Django Paris that builds upon the work of Gloria Ladson- Billings and Culturally Relevant Pedagogy. CSP focuses on the multiple identities and cultures that contribute to youth culture, emphasizing hybridity, fluidity, and complexity. This work embraces global identities and supports students in a process of critical reflexivity, such as reflection on their cultural practices to identify what is emancipatory and for whom and what is oppressive in those movements.
Published in Chapter: Embedding Diverse Children's Literature Throughout a Teacher Preparation Program; From: Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals
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Chapter 5
Balancing Literacies: UDL/CSP-Infused Elementary Reading Instruction
An educational theory based on the work of Samy Alim and Django Paris that builds upon the work of Gloria Ladson-Billings and Culturally Relevant Pedagogy. CSP focuses on the multiple identities and cultures that contribute to youth culture, emphasizing hybridity, fluidity, and complexity. This work embraces global identities and supports students in a process of critical reflexivity, such as reflection on their cultural practices to identify what is emancipatory and for whom and what is oppressive in those movements.
Published in Chapter: Balancing Literacies: UDL/CSP-Infused Elementary Reading Instruction; From: Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education
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Chapter 12
Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy
Is based on Ladson-Billings (1995) theory of Culturally Relevant Pedagogy. CSP seeks to deepen the school’s orientation toward valuing and maintaining languages and cultures that tend to be minoritized by systemic inequalities. The goal of CSP is to foster linguistic and cultural diversity with the goal of democratizing schooling. CSP requires educators to sustain students’ and communities’ cultural and linguistic competence while simultaneously offering access to academic achievement as defined by the dominant culture ( Paris, 2012 AU125: The citation "Paris, 2012" matches multiple references. Please add letters (e.g. "Smith 2000a"), or additional authors to the citation, to uniquely match references and citations. ).
Published in Chapter: Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy; From: Handbook of Research on Diversity and Social Justice in Higher Education
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