Seventeen years ago Gloria Ladson-Billings (1995) published the landmark article “Toward a Theory of Culturally Relevant Pedagogy,” giving a coherent theoretical statement for resource pedagogies that had been building throughout the 1970s and 1980s. I, like countless teachers and university-based researchers, have been inspired by what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural practices of students across categories of difference and (in)equality. Recently, however, I have begun to question if the terms “relevant” and “responsive” are really descriptive of much of the teaching and research founded upon them and, more importantly, if they go far enough in their orientation to the languages and literacies and other cultural practices of communities marginalized by systemic inequalities to ensure the valuing and maintenance of our multiethnic and multilingual society. In this essay, I offer the term and stance of culturally sustaining pedagogy ...

Culturally Sustaining Pedagogy A Needed Change in Stance, Terminology, and Practice

: This draft report from the Rand Reading Study Group (RRSG)1 formulates an initial proposal concerning the research issues that the community of reading researchers most urgently needs to address over the next 10-15 years. We encourage readers of this draft version to respond with feedback about our summary of the issues, the coherence of our model of reading comprehension, and our sketch of the research enterprise. Ultimately, this document may become the basis for more formal agenda setting. At this point it is an invitation to join a conversation about an area of great practical importance: reading development and reading instruction. The proposed research agenda builds upon a number of recent efforts to summarize the knowledge base in the field of reading. These efforts include the National Research Council report on Preventing Reading Difficulties in Young Children, the Report of the National Reading Panel, and the recently published edition of the Handbook of Reading Research. Given the availability of these and other older sources,2 the RRSG did not see the need to replicate recent efforts to synthesize the knowledge base concerning initial reading and its implications for instruction and assessment of the general population. Thus we argue that the primary challenge of improving reading performance in the early grades is now to incorporate research based knowledge systematically into teacher preparation and practice. We still have much to learn, however, about how children become good comprehenders, how to design and deliver instruction, and how to prevent comprehension failure.

/pdf/reading-for-understanding-toward-an-r-d-program-in-reading-9smb3vcoeq.pdf

Reading for Understanding: Toward an R&D Program in Reading Comprehension

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 ...

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

This chapter reviews advances in our understanding of socialization of children in the family context. Both historical and contemporary perspectives on socialization are outlined. The chapter is guided by a family systems approach to socialization which recognizes the parent-child subsystem, the co-parental, marital and sibling subsystems as well as the family unit as contributors to children's socialization. The effects of each of these subsystems on children's socialization are explored. Next, a variety of determinants of family socialization strategies are discussed, including child characteristics, parental personal resources, community-based social capital and socioeconomic status. In another section, the impact of social change on family socialization practices is considered. Changes in women's and men's employment patterns and job characteristics as well as job loss and unemployment are used as illustrations of how social changes alter socialization strategies. The importance of considering how multiple social changes act together in achieving their effects on socialization is stressed. Another major determinant of socialization patterns is the ethnicity and cultural background of the family. The chapter discusses variations in socialization practices among Latinos, African-American, American Indians, and Asian-American families and the importance of immigration and acculturation in determining socialization patterns. In a final section, a variety of issues that require more attention, including variations in family forms, monitoring of secular changes, the influence of social and physical contexts on socialization, and the importance of locating families in a network of socializations influenced are considered.


Keywords:

co-parenting;
culture;
ethnicity;
family systems;
family-work links;
fathers;
marital relationships;
mothers;
siblings;
social capital;
social class;
socialization

Socialization in the Family: Ethnic and Ecological Perspectives

Using social information processing and cultural change models as explanatory frameworks, this article reviews the literature on Latino parental control and its implications for child development. It is argued that the use of parental control in Latino families may have motivational roots in cultural childrearing goals such as familismo (familism), respeto (respect), and educacion (moral education). Consideration of these underpinnings, in conjunction with psychological and methodological issues, helps to explain variability in the use of Latino parental control and its effect on child development. Recommendations for future research include refinement of control and acculturation instruments, and attention to both contextual and individual variables.

https://www.jstor.org/stable/pdfplus/3878432.pdf

Parental control in Latino families : An integrated review of the literature

Con Respeto: Bridging the Distances between Culturally Diverse Families and Schools, An Ethnographic Portrait Guadalupe Valdes New York: Teachers College Press, 1996. 237 pp.

Con Respeto: Bridging the Distances between Culturally Diverse Families and Schools, An Ethnographic Portrait

Educational research relying on macrolevel variables shows a relationship between a group's economic status and its academic achievement. These findings are often used to provide a uniform, psychological description for a whole population, but they do not explain intragroup differences and the specific linkages between economic conditions and educational practices. This article reports on work conducted in poor Puerto Rican households in Philadelphia. It shows the complex relationship between household members' survival strategies, residential mobility, home-school connections, and students' learning. This study reports that household stability, which is influenced by economic stability, is the strongest factor affecting students' learning. Educational reform programs need to consider the economic conditions of these households even more than linguistic and cultural factors.

The Schooling of Puerto Ricans: Philadelphia's Most Impoverished Community

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Con Respeto: Bridging the Distances between Culturally Diverse Families and Schools, An Ethnographic Portrait

The Schooling of Puerto Ricans: Philadelphia's Most Impoverished Community