What Are We Seeking to Sustain Through C

What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward Paris & Alim

“a commitment to embracing youth culture’s counterhegemonic potential while maintaining a clear-eyed critique of the ways in which youth culture can also reproduce systemic inequalities.”

Could I ground the work I’m trying to do in this framework?

duBois “this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity” (p. 45)

“White gaze” (Morrison, 1998)

We ask: What would our pedagogies look like if this gaze weren’t the dominant one?

Alim (2007a)

Building on and bolstering court rulings and subsequent policies throughout the 1960s and 1970s that required schools to attend to the lan- guages (e.g., Spanish, Navajo, Chinese, African American Language) and, less so, cultures of communities of color (e.g., Lau v. Nichols, MLK Elementary School Children v. Ann Arbor School District),5 collaborations between researchers and teachers proved de cit approaches untenable and unjust (Cazden & Legget, 1976; Heath, 1983; Labov, 1972; Moll, 1992; Smitherman, 1977, 1981)

Computational Literacy as a force for sustaining culture

“there is accumu- lating evidence that this outdated philosophy will not grant our young people access to power but rather, in our increasingly diverse society, it might reduce that access.”

“it is crucial that we understand the ways young people are enacting race, ethnicity, language, lit- eracy, and cultural practices in both traditional and evolving ways.”