Disrupting the Status Quo: Exploring Culturally Relevant and Sustaining Pedagogies for Young Diverse Learners

Autor/inn/en	Wynter-Hoyte, Kamania; Braden, Eliza Gabrielle; Rodriguez, Sanjuana; Thornton, Natasha
Titel	Disrupting the Status Quo: Exploring Culturally Relevant and Sustaining Pedagogies for Young Diverse Learners
Quelle	In: Race, Ethnicity and Education, 22 (2019) 3, S.428-447 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wynter-Hoyte, Kamania)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2017.1382465
Schlagwörter	Culturally Relevant Education; Teaching Methods; Middle Class; African American Students; Immigrants; Hispanic American Students; Bilingualism; Writing (Composition); Low Income; Social Capital; Cultural Capital; Cultural Background; Educational Policy; Educational Practices; Cultural Differences; Elementary School Students; Churches + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mittelschicht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanic Americans; Hispanoamerikaner; Bilingualismus; Schreibübung; Niedriglohn; Sozialkapital; Politics of education; Bildungspolitik; Bildungspraxis; Kultureller Unterschied; Church; Kirche
Abstract	This article highlights four qualitative studies that examine young diverse populations (i.e. middle-class African-American learners, Latinx immigrant children, emergent bilingual writers, and teachers of low-socioeconomic African-American learners) using culturally relevant and culturally sustaining pedagogies as our theoretical lens. The research questions are (1) What are the features of classrooms that support culturally sustaining learning for young children? (2) What social, cultural, and linguistic resources do learners draw upon when engaging in culturally sustaining spaces? Findings in this paper indicate that (a) children need critical safe spaces to foster CSP (b) children draw knowledge from varied resources and (c) teachers' must be able to navigate policies to implement practices that utilize students' cultural referents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01