Three Decades of Culturally Relevant, Responsive, & Sustaining Pedagogy: What Lies Ahead?
Three Decades of Culturally Relevant, Responsive, & Sustaining Pedagogy: What Lies Ahead?
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三个十年的文化相关性、反应灵敏、
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发表时间：
2021
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通讯作者：
Gloria Ladson
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作者：
Gloria Ladson
自1988年以来，我一直在研究我所谓的“文化相关教育学”（CRP）。这项工作，研究了那些成功地与传统上在美国课堂上挣扎的学生在一起的教师的教学专业知识，已经在全国和世界各地爆炸。面临的挑战是确定教学实践，一直忠实于CRP理论。因此，注重促进学生学习，发展文化能力和培养批判意识的教学是准确代表文化相关教育学含义的唯一实践。这项工作是在1980年代中期国家重视教学的情况下开始的。Shulman（1987）的文章《知识与教学》（Knowledge and Teaching）被高度引用，对教学进行了一般性的审视，重点关注内容知识、教学知识以及Shulman所定义的“教学内容知识”。然而，舒尔曼的工作很少谈到文化的特殊性和教师的教学专业知识，这些教师在那些很少经历学校成功的学生身上取得了成功。这就是文化相关教育学所解决的感知需求。值得赞扬的是，舒尔曼主持了斯宾塞研究员的选拔过程，选择了我最初提出的与文化相关的教学法。虽然早期的文化相关教学法的工作描述了在小学课堂教学，随着时间的推移，学者们开始看到并记录在中学课堂上的杰出实践。同样，学者们将工作扩展到扫盲和社会研究之外，包括STEAM主题领域（例如，Emdin，Kinloch，米尔纳和圣佩德罗的工作）。这些应用程序的目的是记录工作在多种情况下的有用性。到2012年，巴黎（2012）开始讨论一个新的立场，对文化相关的教育学，他称之为“文化持续教育学”。这项工作将文化相关教学法视为创建明确体现对现状的抵制并鼓励边缘化社区争取其语言和文化主权的教学法的基础。这项工作获得了牵引力，并导致了一卷（巴黎和阿利姆，2017年），其中包括非洲裔美国人，拉丁美洲人，亚裔美国人，土著人的方法，以文化上可持续的方法。在过去十年中出现的青年文化的另一个方面是青年文化的突出性及其对学生、教师、课程、教学法和文化的影响。青年文化的影响在克里斯托弗·埃姆丁、贝蒂娜·洛夫、马克·拉蒙·希尔等学者的著作中显而易见。Emdin（2016）广受好评的书和与科学天才计划的实践工作（见，https://hiphoped.com/science-genius/）为理解青年文化改变教学和学习的力量提供了一个重要的框架。CRP在美国各地的学校和地区获得了大量的关注和牵引力。教师专业组织、州教育部门和个别学区都赞同或赞同某种形式的文化响应教育。印第安纳州出版了《文化回应教学：循证实践指南》，网址：https://doi.org/10.1080/00131725.2021.1957632
Since 1988 I have been researching what I came to call, “Culturally Relevant Pedagogy” (CRP). This work, that examines the pedagogical expertise of those teachers who are successful with students who have traditionally struggled in US classrooms, has exploded across the country and around the world. The challenge has been to identify teaching practices that have remained faithful to CRP theory. Thus, teaching that focuses on advancing student learning, developing cultural competence, and fostering critical consciousness is the only practice that accurately represents what is meant by Culturally Relevant Pedagogy. This work was initiated by the national attention being paid to teaching in the mid-1980s. Shulman’s (1987) highly cited article, “Knowledge and teaching” provided a generic look at teaching that focused on content knowledge, pedagogical knowledge, and what Shulman identified as “pedagogical content knowledge.” However, little in Shulman’s work spoke to the specificity of culture and the pedagogical expertise of teachers who were experiencing success with those students who rarely experienced school success. This was the perceived need that Culturally Relevant Pedagogy addressed. To his credit, Shulman chaired the Spencer Fellows selection process that chose my initial proposal on culturally relevant pedagogy. Although the early work on Culturally Relevant Pedagogy described teaching in elementary classrooms, over time scholars began to see and document outstanding practice in secondary classrooms. Similarly, scholars expanded the work beyond literacy and social studies to include STEAM subject areas (See for example, work of Emdin, Kinloch, Milner, and San Pedro). The point of these applications was to document the usefulness of the work in multiple contexts. By 2012, Paris (2012) began discussing a new stance on Culturally Relevant Pedagogy he termed, “Culturally Sustaining Pedagogy.” This work saw Culturally Relevant Pedagogy as foundational to creating a pedagogy that explicitly embodied resistance to the status quo and encouraged marginalized communities to fight for their linguistic and cultural sovereignty. This work gained traction and resulted in a volume (Paris & Alim, 2017) that included African American, Latinx, Asian American, Indigenous approaches to culturally sustaining pedagogies. Another aspect of CRP that has emerged over the last decade is the salience of youth culture and its influence on students, teachers, curriculum, pedagogy and culture writ large. The influence of youth culture is evident in the work of scholars such as Christopher Emdin, Bettina Love, Marc Lamont Hill, and others. Emdin’s (2016) critically acclaimed book and hands-on work with the Science Genius program (see, https://hiphoped.com/science-genius/ provided an important framework for understanding the power of youth culture to transform teaching and learning. CRP has gained lots of attention and traction in schools and districts throughout the US. Teacher professional organizations, state departments of education, and individual school districts have endorsed or subscribed to some version of culturally responsive education. Indiana published its “Culturally Responsive Teaching: A Guide to Evidence-Based Practices https://doi.org/10.1080/00131725.2021.1957632