Culturally Sustaining Pedagogy
Culturally Sustaining Pedagogy
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文化可持续教育学
DOI：
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发表时间：
2012
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通讯作者：
Django Paris
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作者：
Django Paris
17年前，格洛丽亚·莱森-比林斯（1995）发表了一篇里程碑式的文章《走向文化相关教育学理论》，对20世纪70年代和80年代建立起来的资源分类学给出了一个连贯的理论陈述。我，像无数的教师和大学的研究人员一样，一直受到启发，使教学和学习与学生的语言，识字率和文化习俗相关并做出反应，跨越差异和平等的类别。然而，最近，我开始质疑“相关”和“回应”这两个词是否真的描述了基于它们的大部分教学和研究，更重要的是，它们是否足够深入地面向因系统性不平等而边缘化的社区的语言和识字率以及其他文化习俗，以确保我们的多民族和多语言社会的价值和维护。在这篇文章中，我提供了一个术语和立场的文化支持教育学作为一种替代，我相信，体现了一些最好的研究和实践的资源教育学传统，并作为一个术语，支持我们的多民族和多语言的现在和未来的价值。文化可持续教学法寻求延续和促进--维持--语言、文学和文化多元化，作为学校教育民主项目的一部分。面对当前的政策和做法，有明确的目标，创造一个单一文化和单一语言的社会，研究和实践需要同样明确的阻力，拥抱文化多元主义和文化平等。
Seventeen years ago Gloria Ladson-Billings (1995) 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. I, like countless teachers and university-based researchers, have been inspired by what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural practices of students across categories of difference and (in)equality. Recently, however, I have begun to question if the terms “relevant” and “responsive” are really 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 and literacies and other cultural practices of communities marginalized by systemic inequalities to ensure the valuing and maintenance of our multiethnic and multilingual society. In this essay, I offer the term and stance of culturally sustaining pedagogy as an alternative that, I believe, embodies some of the best research and practice in the resource pedagogy tradition and as a term that supports the value of our multiethnic and multilingual present and future. 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.