By James D. Snook

 

Culturally Sustaining Pedagogy 

Culturally sustaining pedagogy (CSP) seeks to perpetuate and foster – to sustain – linguistic, literate, and cultural pluralism as part of the democratic project of schooling and as a needed response to demographic and social change” (Alim and Paris, 2014). 

 

Aspects of Culturally Sensitive Pedagogy

• Reaching a critical consciousness

• Developing social justice literacy

• Humanization

• Stewardship

 

Reaching a Critical Consciousness

Snook Solutions, LLC's efforts toward a pedagogical framework are aimed toward reaching a critical consciousness for the educator and student, which can mature into a complex relationship that produces an opportunity to share their stewardship by transcend culture in an ethical outreach.  “Critical consciousness requires that we question our historical and social situations and act as subjects (not objects) in the creation of a democratic society.  It is absolutely essential that the oppressed participate in the revolutionary process with an increasing critical awareness of their role as subjects of the transformation” (Bradley-Bennett, 2012).

 

Developing Social Justice Literacy

• Critical social justice skills help us to recognize the stratification of society and resources (Sensoy and DiAngelo, 2017).  

• Social justice advocates must be engaged in self-reflection about their own positionality to challenge injustice (Sensoy and DiAngelo, 2017).

• Racial microaggressions may appear in three forms: micro-assault, micro-insult, and micro-invalidation (Sue et al, 2007).

• Culturally responsive teaching (CRT) is a technique that provides tangible practice in the classroom, thereby the methodological arm of multicultural education (EHE Academic Technology, 2015).

 

Humanization

“Humanization is thwarted by injustice, exploitation, oppression, and the violence of the oppressors, it is affirmed by the yearning of the oppressed for freedom and justice, and their struggle to recover their lost humanity. The oppressed must not become in turn oppressors of the oppressors, but rather restorers of the humanity of both.  The great humanistic task of the oppressed is to liberate themselves and their oppressors as well.  Only the power that springs from the weakness of the oppressed will be sufficiently strong to free both” (Freire, 2000).

Transcend culture through stewardship:

Use social sciences to transcend culture by effectively communicating an increased education of 

sustainability practices and improved resiliency measures globally.

 

Develop a complex relationship of increasing trust between the educator/powerful and the student/vulnerable that provides for a long-term transformation toward social justice and equity.  

 

References:

Alim, H. and Paris, D. (2014).  What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review. 84(1), 85-100.

 

Bradley-Bennett, K. (2012). Paulo Freire and The Pedagogy of the Oppressed: education as empowerment. [Video]. YouTube. https://www.youtube.com/watch?v=8b_mduYRjSo&feature=emb_logo. 

 

EHE Academic Technology (2015).  Dr. Geneva Gay and Dr. Valerie Kinloch interview.  [Video].  YouTube.  https://www.youtube.com/watch?v=MsyMbSiphTo.

 

Freire, P. (2000). Pedagogy of the oppressed. 30th anniversary ed. New York. Continuum. 

 

Sensoy, O. and DiAngelo, R. (2017).  Is Everyone Really Equal? An introduction to key concepts in social justice education (2nd ed.). Teachers College Press.  New York.   

 

Sue, D. et al (2007).  Racial microagressions in everyday life: implications for clinical practice. American Psychologist. 62(4). 271-286.  DOI: 10.1037/0003-066X.62.4.271.