Creating Cultural Sustenance in the Classroom: A Review of Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World
Creating Cultural Sustenance in the Classroom: A Review of
Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World
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在课堂上创造文化维持：文化维持教学法回顾：在不断变化的世界中为正义而教学
DOI：
10.1002/jaal.956
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发表时间：
2017
影响因子：
0.9
通讯作者：
H. Alim
中科院分区：
文献类型：
--
作者：
Django Paris;H. Alim
当今多元化社会中存在的教育环境证明，学生几乎没有理解学生的需求，并有限地支持学生的需求。消除学生文化，并创建脆弱，污名化和边缘化的学生人数。他们应该服务的学生”（巴黎和阿里姆，2017年，第95页）才能继续增长，因为学生没有通过教学的课程影响自己的身份。经验和生活。在巴黎和阿里姆（2017）的编辑指南中，几位教育者和研究人员应对病理学生的历史 - 沉默和忽略他们的声音，教室中白人教师的代表过多，以及与教学和多样性有关的众多论述 - 通过实施文化维持教学法（CSP）来提供可能的解决方案。世界始于编辑人员，解释了本书的方式并确定卷的贡献者。给涉及的编辑
Educational environments that exist in pluralistic societies today prove to offer students little purpose to attend school and limited support in becoming successful. The lack of understanding the needs of students, along with preconceived notions of cultures and identities of communities of colour have resulted in a partial eradication of student cultures, and the creation of vulnerable, stigmatized, and marginalized student populations. The “divide that exists between many educational institutions and the students they are supposed to serve” (Paris & Alim, 2017, p. 95) only continues to grow because students do not feel that their identities are affirmed through the curriculum taught; it is irrelevant, impractical and exclusionary to their backgrounds, experiences, and lives. Identifying the various challenges that students of colour are faced with in schools is the first step towards finding a possible solution to address those issues and concerns. Several educators and researchers, under the editorial guide of Paris and Alim (2017), tackle the history of pathologizing students — the silencing and ignoring their voices, the overrepresentation of white teachers in the classroom, and the numerous discourses related to teaching and diversity — to offer a possible solution through the implementation of culturally sustaining pedagogies (CSP). Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World begins with the editors explaining the way in which the book came together and identifying the contributors to the volume. Following this, the introductory chapter provides a definition of CSP, explains its meaning and importance, and identifies the goal of the book, which according to the editors involves