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.
Acosta, C. (2007). Developing critical consciousness: Resistance literature in a Chicano literature class. English Journal, 97(2), 36-42.
,
Developing critical consciousness: Resistance literature in a Chicano literature class.
, English Journal
, vol. 97
(pg. 36
-42
) Acosta, C. (2012, January 23). Banning critical teaching in Arizona: A letter from Curtis
Acosta. Rethinking Schools Blog. Retrieved from http://rethinkingschoolsblog.wordpress.com/2012/01/23/banning-critical-teaching-in-arizona-a-letter-from-curtis-acosta/ http://rethinkingschoolsblog.wordpress.com/2012/01/23/banning-critical-teaching-in-arizona-a-letter-from-curtis-acosta/
Alim, H. S. (2004). You know my steez: An ethnographic and sociolinguistic study of a black American speech community. Durham, NC: Duke University Press.
,
You know my steez: An ethnographic and sociolinguistic study of a black American speech community
Alim, H. S. (2007a). “The Whig Party don't exist in my hood”: Knowledge, reality, and education in the Hip Hop Nation. In H. S. Alim & J. Baugh (Eds.), Talkin Black talk: Language, education, and social change (pp. 15-29). New York: Teachers College Press.
,
Talkin Black talk: Language, education, and social change
(pg. 15
-29
) Alim, H. S. (2007b). Critical hip-hop language pedagogies: Combat, consciousness, and the cultural politics of communication. Journal of Language, Identity, and Education, 6(2), 161-176.
,
Critical hip-hop language pedagogies: Combat, consciousness, and the cultural politics of communication
, Journal of Language, Identity, and Education
, vol. 6
(pg. 161
-176
) Alim, H. S. (2009). Intro: Straight outta Compton, straight aus München; Global linguistic flows, identities, and the politics of language in a Global Hip Hop Nation. In H. S. Alim, A. Ibrahim, & A. Pennycook (Eds.), Global linguistic flows: Hip Hop cultures, youth identities, the politics of language (pp. 1-24). New York: Routledge.
,
Global linguistic flows: Hip Hop cultures, youth identities, the politics of language
(pg. 1
-24
) Alim, H. S. (2011). Global ill-literacies: Hip Hop cultures, youth identities, and the politics of literacy. Review of Research in Education, 35(1), 120-146.
,
Global ill-literacies: Hip Hop cultures, youth identities, and the politics of literacy.
, Review of Research in Education
, vol. 35
(pg. 120
-146
) Alim, H. S., Lee, J., & Carris, L. M. (2010). “Short fried-rice-eating Chinese MCs” and “Good-hair-havin Uncle Tom niggas”: Performing race and ethnicity in freestyle rap battles. Journal of Linguistic Anthropology, 20(1), 116-133.
,
“Short fried-rice-eating Chinese MCs” and “Good-hair-havin Uncle Tom niggas”: Performing race and ethnicity in freestyle rap battles.
, Journal of Linguistic Anthropology
, vol. 20
(pg. 116
-133
) Alim, H. S., Lee, J., & Carris, L. M. (2011). Moving the crowd, ‘crowding’ the emcee: The production of Black normativity in freestyle rap battles. Discourse and Society, 22(4), 422-440.
,
Moving the crowd, ‘crowding’ the emcee: The production of Black normativity in freestyle rap battles.
, Discourse and Society
, vol. 22
(pg. 422
-440
) Alim, H. S., & Reyes, A. (2011). Complicating race: Articulating race across multiple social dimensions. Discourse and Society, 22(4), 379-384.
,
Complicating race: Articulating race across multiple social dimensions.
, Discourse and Society
, vol. 22
(pg. 379
-384
) Alim, H. S., & Smitherman, G. (2012). Articulate while Black: Barack Obama, language, and race in the U.S. New York: Oxford University Press.
,
Articulate while Black: Barack Obama, language, and race in the U.S.
Au, K., & Kawakami, A. (1994). Cultural congruence in instruction. In E. Hollins, J. King, & W. Hayman (Eds.), Teaching diverse populations: Formulating knowledge base (pp. 5-23). Albany: State University of New York Press.
,
Teaching diverse populations: Formulating knowledge base
(pg. 5
-23
) Ball, A. (1995). Text design patterns in the writing of urban African American students: Teaching to the cultural strengths of students in multicultural settings. Urban Education, 30(3), 253-289.
,
Text design patterns in the writing of urban African American students: Teaching to the cultural strengths of students in multicultural settings.
, Urban Education
, vol. 30
(pg. 253
-289
) Carpio, G. (2008). Laughing fit to kill: Black humor in the fictions of slavery. New York: Oxford University Press.
,
Laughing fit to kill: Black humor in the fictions of slavery
Cazden, C., & Leggett, E. (1976). Culturally responsive education: A discussion of LAU remedies II. Prepared for the U.S. Department of Health, Education, and Welfare. Washington, DC: National Institute of Education.
Chang, B. (2010). The Platform: Liberatory teaching, community organizing, and sustainability in the inner-city community of Los Angeles Chinatown. Unpublished doctoral dissertation, University of California, Los Angeles.
Chang, J. (2005). Can't stop, won't stop: The history of the hip hop generation. New York: Picador.
,
Can't stop, won't stop: The history of the hip hop generation
Chun, E. (2004). Ideologies of legitimate mockery: Margaret Cho's revoicings of mock Asian. Pragmatics, 14(2), 263-289.
,
Ideologies of legitimate mockery: Margaret Cho's revoicings of mock Asian.
, Pragmatics
, vol. 14
(pg. 263
-289
) Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58(3), 280-298.
,
The silenced dialogue: Power and pedagogy in educating other people's children.
, Harvard Educational Review
, vol. 58
(pg. 280
-298
) Du Bois, W. E. B. (1965). The souls of black folk. New York: Avon Books. (Original work published 1903)
,
The souls of black folk
Emdin, C. (2010). Urban science education for the hip-hop generation. New York: Sense.
,
Urban science education for the hip-hop generation
Garcia, E. (1993). Language, culture, and education. Review of Research in Education, 19 (1), 51-98.
,
Language, culture, and education.
, Review of Research in Education
, vol. 19
(pg. 51
-98
) Garcia, E., & Cuellar, D. (2006). Who are these linguistically and culturally diverse students? Teachers College Record, 108(11), 220-246.
,
Who are these linguistically and culturally diverse students?
, Teachers College Record
, vol. 108
(pg. 220
-246
) Gay, G. (2000). Culturally responsive teaching theory, research, and practice. New York: Teachers College Press.
,
Culturally responsive teaching theory, research, and practice
Giroux, H. (1996). Fugitive cultures: Race, violence, and youth. New York: Routledge.
,
Fugitive cultures: Race, violence, and youth
Gutiérrez, K. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148-164.
,
Developing a sociocritical literacy in the third space.
, Reading Research Quarterly
, vol. 43
(pg. 148
-164
) Gutiérrez, K., Baquedano-Lopez, P., Alvarez, H., & Chiu, M. (1999). Building a culture of collaboration through hybrid language practices. Theory into Practice, 38(2), 87-93.
,
Building a culture of collaboration through hybrid language practices.
, Theory into Practice
, vol. 38
(pg. 87
-93
) Gutiérrez, K., & Rogoff, B. (2003). Cultural ways of learning. Educational Researcher, 35(5), 19-25.
,
Cultural ways of learning.
, Educational Researcher
, vol. 35
(pg. 19
-25
) H.B. 2281. 49th Leg., 2d Reg. Sess. (Ariz. 2010).
Heath, S. B. (1983). Ways with words. New York: Cambridge University Press.
,
Ways with words
Hill, M. L. (2009). Beats, rhymes and classroom life: Hip-hop pedagogy and the politics of identity. New York: Teachers College Press.
,
Beats, rhymes and classroom life: Hip-hop pedagogy and the politics of identity
hooks, b. (1994). Teaching to transgress. New York: Routledge.
,
Teaching to transgress
Huicochea, A. (2013, October 17). Arizona Daily Star. State gives its official approval to TUSD's culturally relevant classes. Retrieved from http://azstarnet.com/news/local/education/state-gives-its-official-approval-to-tusd-s-culturally-relevant/article_6fbb7d53-c464-583c-be7e-b4f3fbaaad62.html http://azstarnet.com/news/local/education/state-gives-its-official-approval-to-tusd-s-culturally-relevant/article_6fbb7d53-c464-583c-be7e-b4f3fbaaad62.html
Irizarry, J. (2007). Ethnic and urban intersections in the classroom: Latino students, hybrid identities, and culturally responsive pedagogy. Multicultural Perspectives, 9(3), 21-28.
,
Ethnic and urban intersections in the classroom: Latino students, hybrid identities, and culturally responsive pedagogy.
, Multicultural Perspectives
, vol. 9
(pg. 21
-28
) Irizarry, J. (2011). The Latinization of U.S. schools: Successful teaching and learning in shifting cultural contexts. Boulder, CO: Paradigm.
,
The Latinization of U.S. schools: Successful teaching and learning in shifting cultural contexts
Jacob, E., & Jordan, C. (1987). Moving to dialogue. Anthropology and Education Quarterly, 18(1), 259-261.
,
Moving to dialogue.
, Anthropology and Education Quarterly
, vol. 18
(pg. 259
-261
) Kane, B. D. (1988). Long live the Kane. New York: Cold Chillin’ Records.
,
Long live the Kane
Kinloch, V. (2010). Harlem on our minds: Place, race, and the literacies of urban youth. New York: Teachers College Press.
,
Harlem on our minds: Place, race, and the literacies of urban youth
Kirkland, D. (2013). A search past silence: The literacy of young Black men. New York: Teachers College Press.
,
A search past silence: The literacy of young Black men
Labov, W. (1972). Language in the inner city. Philadelphia: University of Pennsylvania Press.
,
Language in the inner city
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
,
The dreamkeepers: Successful teachers of African American children
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
,
Toward a theory of culturally relevant pedagogy.
, American Educational Research Journal
, vol. 32
(pg. 465
-491
) Lau v. Nichols, 414 U.S. 563 (1974).
Lee, C. D. (1995). A culturally based cognitive apprenticeship: Teaching African American high school students skills in literary interpretation. Reading Research Quarterly, 30(4), 608-630.
,
A culturally based cognitive apprenticeship: Teaching African American high school students skills in literary interpretation.
, Reading Research Quarterly
, vol. 30
(pg. 608
-630
) Lee, S. (2005). Up against Whiteness: Race, school, and immigrant youth. New York: Teachers College Press.
,
Up against Whiteness: Race, school, and immigrant youth
Leonardo, Z. (2009). Race frameworks: A multidimensional theory of racism and education. New York: Teachers College Press.
,
Race frameworks: A multidimensional theory of racism and education
Lomawaima, K. T., & McCarty, T. L. (2006). To remain an Indian: Lessons in democracy from a century of Native American education. New York: Teachers College Press.
,
To remain an Indian: Lessons in democracy from a century of Native American education
Low, B. E. (2011). Slam school: Learning through conflict in the hip-hop and spoken word classroom. Palo Alto, CA: Stanford University Press.
,
Slam school: Learning through conflict in the hip-hop and spoken word classroom
Martínez, D. C. (2012). Expanding linguistic repertoires: An ethnography of Black and Latina/o youth communication in urban English language arts classrooms. Unpublished doctoral dissertation, University of California, Los Angeles.
McCarty, T. L., & Lee, T. (2014). Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty. Harvard Educational Review, 84(1), 101-124.
,
Critical culturally sustaining/revitalizing pedagogy and Indigenous education sovereignty.
, Harvard Educational Review
, vol. 84
(pg. 101
-124
) McCarty, T. L., & Zepeda, O. (1995). Indigenous language education and literacy: Introduction to the theme issue. Bilingual Research Journal, 19(1), 1-4.
,
Indigenous language education and literacy: Introduction to the theme issue.
, Bilingual Research Journal
, vol. 19
(pg. 1
-4
) MLK Elementary Sch. Children v. Ann Arbor School Dist., 473 F.Supp. 1371 (E.D. Mich.1979).
Moll, L. (1992). Literacy research in community and classrooms: A sociocultural approach. In R. Beach, J. L. Green, M. L. Kamil, & T. Shanahan (Eds.), Multidisciplinary perspectives in literacy research (pp. 211-244). Urbana, IL: National Conference on Research in English and National Council of Teachers of English.
,
Multidisciplinary perspectives in literacy research
(pg. 211
-244
) Moll, L., & González, N. (1994). Lessons from research with language minority children. Journal of Reading Behavior, 26(4), 23-41.
,
Lessons from research with language minority children.
, Journal of Reading Behavior
, vol. 26
(pg. 23
-41
) Morrison, T. (1998, March). From an interview on Charlie Rose. Public Broadcasting Service. Retrieved from http://www.youtube.com/watch?v=F4vIGvKpT1c http://www.youtube.com/watch?v=F4vIGvKpT1c
Neal, M. A. (2006). New Black man. New York: Routledge.
,
New Black man
Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education. New York: Longman.
,
Affirming diversity: The sociopolitical context of multicultural education
O’Connor, B., & Brown, G. (2014). Just keep on expanding outwards: Embodied space as cultural critique in the life and work of a Navajo Hip Hop artist. In L. Wyman, T. McCarty, and S. Nicholas (Eds.), Indigenous youth and multilingualism: Language identity, ideology, and practice in dynamic cultural worlds. New York: Routledge.
,
Indigenous youth and multilingualism: Language identity, ideology, and practice in dynamic cultural worlds
Paris, D. (2009). “They're in my culture, they speak the same way”: African American language in multiethnic high schools. Harvard Educational Review, 79(3), 428-447.
,
“They're in my culture, they speak the same way”: African American language in multiethnic high schools.
, Harvard Educational Review
, vol. 79
(pg. 428
-447
) Paris, D. (2011). Language across difference: Ethnicity, communication, and youth identities in changing urban schools. Cambridge, UK: Cambridge University Press.
,
Language across difference: Ethnicity, communication, and youth identities in changing urban schools
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97.
,
Culturally sustaining pedagogy: A needed change in stance, terminology, and practice.
, Educational Researcher
, vol. 41
(pg. 93
-97
) Pennycook, A. (2007). Global Englishes and transcultural flows. New York: Routledge.
,
Global Englishes and transcultural flows
Perry, I. (2004). Prophets of the hood: Politics and poetics in Hip Hop. Durham, NC: Duke University Press.
,
Prophets of the hood: Politics and poetics in Hip Hop
Petchauer, E., & Hill, M. L. (Eds.). (2013). Schooling hip-hop: Expanding hip-hop based education across the curriculum. New York: Teachers College Press.
,
Schooling hip-hop: Expanding hip-hop based education across the curriculum
Robbins, T. (2013, July 24). National Public Radio. Tucson revives Mexican-American studies program. Retrieved from http://www.npr.org/blogs/codeswitch/2013/07/24/205058168/Tucson-Revives-Mexican-American-Studies-Program http://www.npr.org/blogs/codeswitch/2013/07/24/205058168/Tucson-Revives-Mexican-American-Studies-Program
Rolón-Dow, C. (2005). Critical care: A color(full) analysis of care narratives in the schooling experiences of Puerto Rican girls. American Educational Research Journal, 42(1), 77-111.
,
Critical care: A color(full) analysis of care narratives in the schooling experiences of Puerto Rican girls.
, American Educational Research Journal
, vol. 42
(pg. 77
-111
) Romero, M. E. (1994). Identifying giftedness among Keresan Pueblo Indians: The Keres Study. Journal of American Indian Education, 34(1), 1-16.
,
Identifying giftedness among Keresan Pueblo Indians: The Keres Study.
, Journal of American Indian Education
, vol. 34
(pg. 1
-16
) Rose, T. (1994). Black noise: Rap music and Black culture in contemporary America. Middletown, CT: Wesleyan University Press.
,
Black noise: Rap music and Black culture in contemporary America
Santos, A. (2007, February 7). A long struggle for equality in schools. New York Times. Retrieved from http://www.nytimes.com/2013/02/08/education/tucson-school-districtstruggles-for-equality.html?_r=0 http://www.nytimes.com/2013/02/08/education/tucson-school-districtstruggles-for-equality.html?_r=0
Smelser, N., Wilson, J., & Mitchell, F. (Eds.). (2001). American becoming: Racial trends and their consequences. Washington, DC: National Academies Press.
,
American becoming: Racial trends and their consequences
Smitherman, G. (1977). Talkin and testifyin. Detroit: Wayne State University Press.
,
Talkin and testifyin
Smitherman, G. (Ed.). (1981). Black English and the education of Black children and youth. Detroit: Wayne State University Press.
,
Black English and the education of Black children and youth
Tuck, E., & Yang, K. W. (2014). R-words: Refusing research. In D. Paris & M. T. Winn (Eds.), Humanizing research: Decolonizing qualitative inquiry for youth and communities (pp. 223-247). Thousand Oaks, CA: Sage.
,
Humanizing research: Decolonizing qualitative inquiry for youth and communities
(pg. 223
-247
) Valdés, G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools. New York: Teachers College Press.
,
Con respeto: Bridging the distances between culturally diverse families and schools
Wang, H. L. (2013, June 13) Census shows continued change in America's racial makeup. National Public Radio. Retrieved from: http://www.npr.org/blogs/codeswitch/2013/06/13/191266414/census-shows-continued-change-in-americas-racial-makeup http://www.npr.org/blogs/codeswitch/2013/06/13/191266414/census-shows-continued-change-in-americas-racial-makeup
Wyman, L., McCarty, T., & Nicholas, S. (Eds.). (2014). Indigenous youth and multilingualism: Language identity, ideology, and practice in dynamic cultural worlds. New York: Routledge.
,
Indigenous youth and multilingualism: Language identity, ideology, and practice in dynamic cultural worlds
This content is only available as a PDF.