Got some questions for y'all to think about and hopefully answer
Culturally Sustaining Pedagogy
"CSP seeks to perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling and as a needed response to demographic and social change. CSP, then, links a focus on sustaining pluralism through education to challenges of social justice
and change in ways that previous iterations of asset pedagogies did not" (Paris, 88).
I've learned about both Cultural Sustaining Pedagogy and Culturally Relevant Pedagogy in my urban education, but I was surprised to learn how CRP had just fallen out and wasn't able to change the educational field. I though it was doing a great job as Ladson-Billings received great praise, but the issue might just come down on how to successfully integrate into the classroom.
So what can we do to prevent CSP from falling out to?
As educators, how can we successfully integrate the current heritage and community practices into our teaching without oversimplifying them?
The Silenced Dialogue
I have found what I believe to be a connecting and complex theme: what I have come to call “the culture of power.” :
1. Issues of power are enacted in classrooms.
2. There are codes or rules for participating in power; that is, there is a“culture of power.”
3. The rules of the culture of power are a reflection of the rules of the culture of those who have power.
4. If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier.
5. Those with power are frequently least aware of—or least willing to acknowledge—its existence. Those with less power are often most aware of its existence. (Delpit, 159).
I've never realized that there could be a power complex within classrooms. I would assume that teachers had the most power as they lead the class. But students also have power too within the classroom as they're actively participating. I couldn't believe that students of color of different economic classes are often thought of difficult to teach based on the way their expressive language. They were easily striped of their power in their voice because they didn't meet progressive ideals to some.
What are some potential ideas that can challenge the culture of power complex and the silenced dialogue students of color would often face in classrooms?
Socially Just Subject Matter
I was very interested in the Disciplinary Literacy Pedagogy, I like how it focuses on cognitive processes that could help students being linguistically fluent in comprehending texts in certain disciplines. I saw that the concept of Critical thinking was heavily encouraged for students to use when it comes to certain subjects. To be fully critically conscious of the subjects students are learning, there must be scaffolding.
Could there be a possibility that Disciplinary Literacy Pedagogy may run into issues in subjects like History, Math, Science, and English?
Mole suggests to link youth cultural practices and cognitive processes to disciplinary literacy, can you see this be a success or fail in the classroom?
Students when they're told to think like a certain disciplinary
Could there be a possibility that Disciplinary Literacy Pedagogy may run into issues in subjects like History, Math, Science, and English?
Mole suggests to link youth cultural practices and cognitive processes to disciplinary literacy, can you see this be a success or fail in the classroom?
Students when they're told to think like a certain disciplinary
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ReplyDeleteAs educators, we can incorporate Cultural Sustaining Pedagogy (CSP) in our teaching practices by using a variety of pedagogy strategies, which in turn will prevent CSP from falling out. For instance, many teachers lack cultural understanding of their students, which further perpetuates preconceived ideas of cultures and identities of communities; Lack of Specifically in the minority communities that have been gradually erasing student cultures.
As teachers, we should incorporate lesson plans that promote cultural practices of minorities and their communities, while also enabling students to be vocal and preservative of their cultural backgrounds. If anyone feels like adding to this, feel free!
I apologize for the grammar errors. When I pasted my comment for some reason the format changed.
DeleteYes! You're right, we should be integrating different pedagogy strategies with Culturally Sustaining Pedagogy(CSP) . I do believe that would certainly make our teaching practices more culturally inclusive. In order to become culturally inclusive, educators do need to challenge the notion of not understanding their students' cultures. So we should let students educate us as it creates a deeper understanding between us educators and the cultures/communities the students are involved in.
ReplyDeleteI love your idea of promoting the cultural practices of minorities and communities into our lesson plans. This would totally create a sort of pride in students to talk about their cultural background and truly start a conversation in the classroom. So we should always celebrate cultural diversity in our classrooms and in our lives!
I love how you talk about letting "students educate us!" That places us in a bit of a vulnerable position. Are we ready for that as educators? Also, if the students are doing the educating, then are they also telling us what cultural practices to include in our curriculum and how to do it? To what extent?
DeleteIn my opinion, it seems like the way to keep CSP from falling out is by making sure educators are implementing CSP in the classroom while being encouraged (and supported) by administrators who also understand the importance and understand the concept and how to implement it. Basically, everyone should have an updated understanding of why and how it’s helpful. Once it’s being used (effectively) in the classroom, it will become evident that students will benefit and that this is a practice that should continue to be implemented.
ReplyDeleteOf course, this is assuming that administration and teachers have a genuine and motivated intention to help every student, and that it isn’t something that teachers and students need time to adapt to. Educators have a responsibility to research this and if necessary, adapt this into a method that works for their students.
In regards to your response to The Silenced Dialog, I agree with you Ursula. I think it’s extremely unfair that for students to be measured in the culture of power. I think one necessity to change this is having a culture of awareness of this power complex. If teachers, counselors, principals, etc. understand this, then they will be aware of when it plays a role in decisions and events. So, if a privileged teacher suggests that a student gets evaluated for behavioral issues because they don’t follow directions, the school psychologist will be aware of the possibility that the teacher and student come from a different understanding of what instructions are followed.
When educators have a different understanding of the culture and implication of power because they come from a middle class background want someone to answer a question:
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In regards to "The Silenced Dialogue" I thought it was really interesting how culture becomes a "burden" for students when wanting to learn and advance in education. It reminds me of how schools deny the opportunity to create a safe space for diverse students so that each individual has the chance to learn ( relating this to the Lee chapter we had to read for class as well). Going back to previous classes this article reminded me very much of how students are pushed to act as one and blend in with one another. This is known as the melting pot theory, where students are encouraged to assimilate instead of accepting their unique background. When students start to neglect their identity or what forms part of it they become part of a "resistant culture." Going back to the article this draws attention to the problem that teachers misjudge before getting to know the child´s real academic potential. Once teachers look at the social and economic status of the child they immediately think the child will have difficulties learning. In regards to your question Ursula, some potential ideas that can challenge the culture of power complex and the silenced dialogue is that teachers actually get to know their students at a personal level in which they can later asses what that student needs to thrive in the school setting. Teachers should also focus on the process of education implementation rather than on the specific skills the student is exhibiting. It is not about what the student learns but how they learn and what were the steps to build to that knowledge.
ReplyDeleteThe post above was made by me... sorry I did not know the username was set to unknown .
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