In this article, Django Paris and H. Samy Alim use the emergence of Paris's concept of culturally sustaining pedagogy (CSP) as the foundation for a respectful and productive critique of previous formulations of asset pedagogies. Paying particular attention to asset pedagogy's failures to remain dynamic and critical in a constantly evolving global world, they offer a vision that builds on the crucial work of the past toward a CSP that keeps pace with the changing lives and practices of youth of color. The authors argue that CSP seeks to perpetuate and foster linguistic, literate, and cultural pluralism as part of the democratic project of schooling and as a needed response to demographic and social change. Building from their critique, Paris and Alim suggest that CSP's two most important tenets are a focus on the plural and evolving nature of youth identity and cultural practices and 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.
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
Django Paris, H. Samy Alim; What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward. Harvard Educational Review 1 April 2014; 84 (1): 85–100. doi: https://doi.org/10.17763/haer.84.1.982l873k2ht16m77
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