Culturally Sustaining Pedagogies
Objective:
Comprehend the main ideas proposed by Alim & Paris and identify the importance of Culturally Sustaining Pedagogy in Education.
Tomado de https://cutt.ly/3UCdrJo
Questions:
1. Read the text Alim, H. S. & Paris. D. (2017). What is culturally sustaining pedagogy and why does it matter? Answer the following questions based on the reading of the text in a 300 word text:
Based on the Culturally Sustaining Pedagogies, what should be the purpose of education be?
According to Alim, H. S. & Paris’s. D. ideas and your own criteria, do you think it is possible that teachers who do not belong to any native community can develop CSP in their classes with students who are part of these communities?
2. Read the next question and reflect on it to discuss it in class:
How do you think it is possible to implement a CSP in Colombian Education
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Based on the Culturally Sustaining Pedagogies, what should be the purpose of education be?
ReplyDelete- According to the Culturally Sustaining Pedagogies, the purpose of education should be to change the goals of education from being centered in only one dominant culture and accomodating people into it, to embracing the differences found among the different cultures that co-exist in both the classroom and the world surrounding it.
According to that, education should understand the various dynamics of power and what is important for each culture that interacts in the environment, to create more efficient learning and teaching practices for the student’s needs. All of this, with the intention of diminishing the discriminatory practices that take place when education focuses only on a specific culture’s point of reference and supremacy when we take a CSP approach to education, we understand that these historically damaged cultures/communities need extra integration to repair and compensate for all the damage the dominant culture has inflicted among them.
According to Alim, H. S. & Paris’s. D. ideas and your own criteria, do you think it is possible that teachers who do not belong to any native community can develop CSP in their classes with students who are part of these communities?
- I think everyone, no matter the context, belongs to a native community, It just happens to be that some people are part of minoritarian communities. That being said, I believe that it is completely possible for someone of a different/dominant culture to implement CSP in their classes.
As stated in the text, CSP is on a quest to include people, to add to the equation, and to avoid any discriminatory practices, thus everyone who wants to diminish or make disappear inequity and discrimination in the classroom can have this pedagogical approach.
As long as a teacher is open to learn and respect the community and culture in which they want to teach, I consider that it is possible to create a healthy environment for bidirectional learning, the teacher learns from the community, and at the same time, they can teach something new that adds to the previous knowledge that the culture has.
- Camilo Muñoz
Hi, Camilo. I really liked what you said about the bidirectional learning, because it is true that teachers can be enriched by the community, but also viceversa.
DeleteI think Camilo mentions something important that is not present in the text and that is the bidirectional learning that would take place in a CSP classroom, especially when talking about teachers who do not partake in a specific community.
DeleteBased on the Culturally Sustaining Pedagogies, what should be the purpose of education be?
ReplyDelete-according to CSP, the purpose of education should be one that reimagines and reframes the schooling system; a purpose of change and growth that doesn't catter to the same old opressive homogenized systems. The purpose should be about embracing a bigger and more inclusive vision of education that recognizes and adresses the future as a multilingual and multiethnic one, that embraces students of color and gives them the opportunities to grow outside of the norms that teaches them that they should appel to the white-gaze; as well as having the purpose of raising critical consciousness that allow us to reflect on the many problematics that are present in the world, instead of hidding them.
According to Alim, H. S. & Paris’s. D. ideas and your own criteria, do you think it is possible that teachers who do not belong to any native community can develop CSP in their classes with students who are part of these communities?
-I think that teachers who do not belong to any native community can and must develop CSP practices that include all of their students, specifically the ones that belong to a native community and the students of color. More importantly, I think that it is important that as a teacher you take into account the voices of those who are part of communities of color; listen to their stories, their complains, their traditions, their wants and needs and listen to them with respect and an open-mind so you can teach with integrity. Those teachers should also give their students the spaces and tools to amplify their voices, so they can be heard and they can bring spotlight into the situations that happen and the things that are part of their communities. This would create an environnement in where the teacher learns from their students, while at the same time giving them the education that allows them to feel recognized and like their cultures matter.
Pienso igual que tú con respecto a la segunda pregunta. Escuchar las historias y experiencias de cada estudiante debe de ser una de las tareas de los profesores; entenderlos y comprender sus contextos y cultura.
DeleteI totally agree on your answer on the second question. It's necessary for a teacher to generate interest firsi on students culture so they engage with the purpose of his/her class. It remins me to Freedom Writters, a movie that motivates you to be part of the impact of social construction, social change based on pluralism and unity at the same time.
Delete-JUAN JOSE RODRIGUEZ MESA
DeleteBased on the Culturally Sustaining Pedagogies, what should be the purpose of education be?
ReplyDeleteConsidering the Culturally Sustaining Pedagogies, it can be determined that education should be a decentralized practice, which ensures students and their diversity by protecting plurality and sustaining the cultural practices of each member of the classroom. Thus, education should be an encounter that goes beyond hegemonic and normative features. Therefore, it is interested in the emancipation of the students and tries to disrupt colonial concepts that continue to dominate the school field (the white gaze).
According to Alim, H. S. & Paris’s. D. ideas and your own criteria, do you think it is possible that teachers who do not belong to any native community can develop CSP in their classes with students who are part of these communities?
It is possible for teachers to develop CSP in their classes, even without being POC. However, it is fundamental and recommended that students have encounters with teachers who are members of these communities, where their first-hand experiences are meaningful and, in such manner, they develop in an even more empathetic terrain. We can practice a culturally sustaining approach, but not all of us can share cultural experiences that encompass struggles with discrimination; not all of us understand 100% what it is like to live in a white and cisheteropatriarchal world without having those same traits.
Karen, I had not considered the importance of the experience of a native teacher, and now that I do, I think it is essential to give them a voice.
DeleteI like how we should think of education as an emancipation process
DeleteBased on the Culturally Sustaining Pedagogies, what should be the purpose of education be?
ReplyDeleteWell it makes us understand by Culturally sustaining Pedagogies that the goal for education must be to be non centralized practice, because it feel that sometimes it is the contrast to real goal that they are looking for, as if they seek for a way to cetalice education making it in certain way and oppressive system. Ignoring the importance of each culture, because instead of ignoring our differences we should embrace them, to be able in that way to be in the shoes of the other, to be able to see with different eyes the various problems that we ignore thanks to be in a bubble that does not let us see out of it.
According to Alim, H. S. & Paris’s. D. ideas and your own criteria, do you think it is possible that teachers who do not belong to any native community can develop CSP in their classes with students who are part of these communities?
Yes of course, it is possible for teachers to develop Culturally sustaining Pedagogies
in their classes, but to archive this theches must be ready to learn about different communities and itaso my be a little bit hard for them, because charging is always hard but sometimes is the only way, to teach in a better way for the student in a non centralized manner, to try to avoid that oppressive system but even though it is also important for the students to interact or to have some encounter with teachers that actually are part of those communities because there is no way better to explain something that you have actually lived.
Jose Luis Avila
DeleteJose Luis, I agree with you, it takes a long time and work for a non-native teacher to get to know the different cultures of his students. I think we should first consider native teachers for this job.
Based on the Culturally Sustaining Pedagogies, what should be the purpose of education be?
ReplyDeleteAccording to the text “Culturally Sustaining Pedagogies”, the purpose of education should be to perpetuate and encourage pluralism (linguistic, literate, cultural) to get a social transformation. CSP also proposes that education must not be a process of just subtraction, education must be mainly a process of addition, promoting critical thinking, not only replacing deficits.
According to Alim, H. S. & Paris’s. D. ideas and your own criteria, do you think it is possible that teachers who do not belong to any native community can develop CSP in their classes with students who are part of these communities?
I think that it is possible that teachers who do not belong to any native community can develop CSP in their classes with students who are part of these communities. I consider they have to study very thoroughly what they are going to teach to do it in the best way. They can take advantage of the students' belonging to these groups to engage them in the classes. In this way, the classes will be comfortable and familiar and learning will be easier for them. The text shows an example clear where this worked.
Luisa María Villegas López
I agree with you on the term "addition" more than substraction. Since this is the purpose of CSP, to add value to culture, not to substract, just because it's the way to stabilize the balance in a way it positively grows.I considere it's necessary to erradicate prejudices that separate us and tend to substract value to one's cullture.
Delete-JUAN JOSE RODRIGUEZ MESA
DeleteI liked what you said about the familiarity and confort that can be created in the classroom when the teacher engages the students of differents groups in the class.
DeleteLuisa,
Deleteyes. I agree with you that teachers who are not members of ethnic communities can adopt CSP. I also think that we could expand the view of CSP and not only limit it to ethnic communities, we can also include other minoritized groups such as vegans, LGTBIQ and others because they uphold certain cultural practices and worldviews that can be recognized as valid in the classroom. This is what I call resourcing resources based on Pippa Stein: Potentializing students cultural resources by recognizing them and validating them.
Based on the Culturally Sustaining Pedagogies, what should be the purpose of education be?
ReplyDelete"CSP exists wherever education sustains the lifeways of communities who have been and continue to be damaged and erased through schooling".
Education is a process of pluralism, where diversity and etnicity in a society matter; there take place multiple processes where education is transformed and transforming. The authors propose CSP as a form of substraction and more a form of addition since promotes social change (way of thinking, sense of belonging and pluralism). Education should be transformed to
erradicate forms of discrimination and oppression.
According to Alim, H. S. & Paris’s. D. ideas and your own criteria, do you think it is possible that teachers who do not belong to any native community can develop CSP in their classes with students who are part of these communities?
Yes, absolutely. It's possible for teachers who do not belong to any native community to develop CSP in their class with students who are part of these communities, since, as a starting point it is possible to say there is awareness of CSP, so it would be implemented; students would feel more comfortable, enagaged, encouraged and valued. The text shows how it's implemented and it has good results, including rates.
-JUAN JOSE RODRIGUEZ MESA
DeleteBased on the Culturally Sustaining Pedagogies, what should the purpose of education be?
ReplyDeleteCulturally Sustaining Pedagogies claims that there are hegemonic groups that are dominating minority communities in society but also it is reproduced in the classroom. Then, this pedagogy says that the purpose of education should be to make visible the different cultures and communities, giving them a voice and making a heterogeneous, multilingual, multiethnic and decentralized education.
According to Alim, H. S. & Paris’s. D. ideas and your own criteria, do you think it is possible that teachers who do not belong to any native community can develop CSP in their classes with students who are part of these communities?
In my opinion, it is possible that teachers develop CSO without belonging to any native community. This is because a teacher has the capacity to listen to his students and make them express their own personal experiences as natives. In fact, I think that even being a native teacher, not all the native people have the same personal experience as part of a community and of the society. There is the importance to open the dialogue as a teacher to listen to all the students’ opinions, because all of them can have a worthy thought to share with the classroom, even without being a native student.
1. Read the text Alim, H. S. & Paris. D. (2017). What is culturally sustaining pedagogy and why does it matter? Answer the following questions based on the reading of the text in a 300 word text:
ReplyDeleteBased on the Culturally Sustaining Pedagogies, what should be the purpose of education be?
The text affirms education in the now ethnically pluralized schools of the U.S must attempt to criticize hegemonic structures and instead of maintaining and judging every student through a White gaze lens, it should sustain cultural pluralism and linguistic practices. Instead of subtracting the culture, knowledge, language and practices of segregated groups to fit white normative discourse, education should add to this ethnic knowledge and strengthen it. Education’s purpose must be then to help sustain and perpetuate cultural pluralism to seek positive social transformation in a world where such cultural pluralism is judged and segregated.
According to Alim, H. S. & Paris’s. D. ideas and your own criteria, do you think it is possible that teachers who do not belong to any native community can develop CSP in their classes with students who are part of these communities?
Yes I do think so. I also think it should be a rather important goal in CSP. A problem these new transformative strategies in education face is how the predominant white population of the U.S feel shunned out and -ironically- segregated from educational spaces. Considering they are, indeed, the predominant population in the country or any western country, to implement this necessary pedagogical scope they must be educated as well and partake in this communal effort towards social change. I not only believe a teacher who doesn’t belong in an ethnic community related to their students can develop CSP but must do so, as a moral obligation to their students and to their country so blatantly ruled by racist discourse and division -perhaps- perpetuated by ignorance.
Based on the Culturally Sustaining Pedagogies, what should be the purpose of education be?
ReplyDeleteThe purpose of the culturally sustaining pedagogies in education is a different view, a not White gaze in a social-cultural way, showing the different minorities in the society and giving them the voice. For the CPS, it means that education must be reorganized and redirected in the way is depicted. Because of the subjects as language, literacy, history, and culture in our sociality are portrayed by a colonial manner and view, negating the different realities other groups in the society live, perceiving them in the classroom as well.
Likewise, the CPS is a tool helping the society to visualize this problem. Diminishing the discrimination and being more inclusive with the variety of cultures and people inhabits our society. Teaching conciseness of the damage in which the communities and their pluralism they have compromised and oppressed.
According to Alim, H. S. & Paris’s. D. ideas and your own criteria, do you think it is possible that teachers who do not belong to any native community can develop CSP in their classes with students who are part of these communities?
I really believe a teacher who does not belong to a native community is able to portray and depict a Culturally Sustaining Pedagogy. Because he or she can see and sense the context a classroom presents, a context with an oppressive and discrimination that exist by the system created in our society. A teacher by dialogue, in critical and a non-prejudicial way, can show all those problematics, help them to diminish.
Andrés, I really liked what you said that CSP helps society to visualize discrimination and oppression. This is very important because it not only fights against these issues by recognizing cultural semiotic resources of students but also by making visible those issues. Sometimes people don't even realize the ways they have been oppressed or discriminated. These types of pedagogies draw on critical pedagogies to open paths for emancipation and awareness.
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