Culturally Sustaining Pedagogies Reading and Reflection

Culturally Sustaining Pedagogies Reading and Reflection

Read

For this activity, read “What Is Culturally Sustaining Pedagogy and Why Does it Matter?” from Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Django Paris and H. Samy Alim. A PDF of this chapter was included in the Week 2 email.

Write

Reflect on and respond to the following questions by posting a comment below:

  • How would you describe CSP to a colleague?
  • What is one example from your own teaching of how you incorporate CSP into your courses?
  • Beyond applying CSP to the materials in your courses, in what additional ways might you incorporate CSP into learning experiences and activities in which your students engage?
  • How might you include CSP in your ideas for an open pedagogy assignment?

5 Comments

  1. If I were to explain to a colleague CSP, I would describe it as a movement in pedagogy that centers on educating in a multi-cultural pluralistic society where the ultimate goal is a social transformation. In our program, my colleagues and I have started already including CSP into our syllabi and materials, where we engage with our students in explicating the influence of the legacy of enslavement and genocide on the current criminal justice system as well as the discipline of criminology.

    Students are also introduced to a more humane language, people-first language when we talk about the experiences of people in the criminal justice system.

    In our career events and guest lectures, for example, we ensure that people on the panels resemble closely our student population and show career opportunities beyond traditional law enforcement careers.

    In one idea for my open pedagogy assignment, I am thinking of asking students to listen to an episode from the podcast Ear Hustle (“the first podcast created and produced in prison, featuring stories of the daily realities of life inside California’s San Quentin State Prison”) and reflect on it in a post on OpenLab. https://www.earhustlesq.com/listen

  2. Mabel Asante

    WEEK 2 ASSIGNMENTS

    1. How would you describe CSP to a colleague?
    I might say that CSP is a pedagogical approach which recognizes, actively seeks innovative ways, and sustains the incorporation of non-mainstream or minority cultural, linguistic, and literacy practices into the educational model. In other words, CSP redirects pursuit of knowledge from white middle- class norms to one that is responsive to the needs of all groups in a pluralistic society.

    2. What is one example from your own teaching of how you incorporate CSP into your courses?
    One way that I include CSP in my courses is in the initial introduction activity in which diverse cultures and languages represented in the class are recognized. Students feel appreciated.
    For this activity, students introduce themselves by indicating their country of origin and languages spoken. In going forward, this activity might be further expanded by asking students to share a story about their names or language. This activity is applicable to all of the courses I teach including, Language and Culture (LIN 100), World Englishes (LIN 140), and Introduction to linguistics (LIN 101).

    3. Beyond applying CSP to the materials in your courses, in what additional ways might you incorporate CSP into learning experiences and activities in which your students engage?
    A major component of linguistic courses is to explain concepts and theories of aspects of language and illustrating them with specific examples. Usually, I select examples from English or a major language largely because of time constraints and the extra effort in obtaining or locating examples from non-dominant languages. To enhance this course element, I would strive to incorporate examples from a variety of languages, if possible, from the languages represented in the class.

    4. How might you include CSP in your ideas for an open pedagogy assignment?

    CSP is a pedagogical model which recognizes and incorporates knowledge of diverse cultures, linguistic and literacy practices in a pluralistic society. Any open pedagogy assignment responsive to the CSP approach must replicate the core principle or idea. A major goal of open pedagogy is providing learners with access to course, content and materials. Therefore, larining experiences and activities must ensure this access. Assignments may be multifaceted with multiple forms of assessment, so as to address the diverse literacy needs of students. For instance, the final product of the language project or mini-research might be in a written report, oral presentation, or a PowerPoint presentation. Moreover, open pedagogy emphasizes recognition of students as co-creators of knowledge. Therefore, student ownership of the knowledge they create should be credited.

  3. Sherry Mason

    CSP, as I understand it, accommodates–no, more than that–sustains cultural pluralism. It gains power in diversity, focuses on strengths, and shores up communities/points of view/experiences that have been overlooked/erased/marginalized. I apply CSP to the materials in my course–selecting texts that are relevant–reflecting a range of cultural and linguistic experiences. Beyond that, I’d like to create an assignment for my students to co-create knowledge. I’m thinking of a blog post or op-ed–but I’m still working on this.

  4. Joe Ginese

    How would you describe CSP to a colleague?

    I would describe it using questions to help them understand that their materials and approach to the subject matter can be playing an important role in either reinforcing negative (and positive) stereotypes about different cultures OR could be muting other cultures beliefs/traditions/contributions by not including them. CSP is about ensuring that their is value identified in all the ways the material has been explored, explained, and discovered and by whom have done those actions.

    What is one example from your own teaching of how you incorporate CSP into your courses?

    For BUS 104, when we discuss marketing – specifically data-driven marketing with an influence on social media – I have students reflect on the ads that they’ve seen or pop culture that they’ve come across and determined how much of it relates to their being and how much of it relates to the “ideal being” that they are made to think is desirable. Their eyes are opened real quick as to how society sees them and how they need to see themselves.

    Beyond applying CSP to the materials in your courses, in what additional ways might you incorporate CSP into learning experiences and activities in which your students engage?

    For me, this goes back to open pedagogy and having students reiterate or reapproach the material from their point of views using their experience as a basis for examining the materials versus the basis of the author.

    How might you include CSP in your ideas for an open pedagogy assignment?
    By asking the question(s), does this accurately reflect how the neighborhood, state, world sees this issue? Why is it different (or why is it not any different)?

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