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Showing 1 to 15 of 19 results Save | Export
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Paris, Django – Educational Forum, 2021
What does culturally sustaining pedagogy mean in the context of a global pandemic, uprisings for racial and decolonial justice, and an ongoing climate crisis? In this essay, I build from decades of strength-centered pedagogical research and practice as well as the work of contemporary organizers to engage how educators can join communities in…
Descriptors: Futures (of Society), Culturally Relevant Education, Teaching Methods, Pandemics
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Paris, Django – International Journal of Qualitative Studies in Education (QSE), 2019
In this article, I describe the ways educational research often calls us out our names, meaning that educational researchers often name communities not as they are but as the academy needs them to be along damaging logics of erasure and deficiency. I use Morrison's concept of the White gaze, Tuck's concepts of damage-centered and desire-based…
Descriptors: Naming, Educational Research, Indigenous Populations, Group Behavior
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Moore, Jazmen; Paris, Django – English Journal, 2021
Chosen spaces are community organizations and programs, elective classes, and/or extracurricular clubs that students choose to participate in and have the agency to refuse their membership in. The youth's chosen spaces represent an alternate possibility for what English language arts (ELA) education could look like and how it might better sustain…
Descriptors: Singing, Self Concept, English, Language Arts
Paris, Django – Equity Assistance Center Region III, Midwest and Plains Equity Assistance Center, 2017
The purpose of this brief is to raise awareness about culturally sustaining pedagogies as well as the policies, practices, and procedures that curricularized racist and inequitable policies. These policies are often embedded in the language, materials, and instructional patterns within education which advantage some groups of students while…
Descriptors: Culturally Relevant Education, Racial Bias, Equal Education, Educational Policy
Paris, Django, Ed.; Alim, H. Samy, Ed. – Teachers College Press, 2017
"Culturally Sustaining Pedagogies" raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)--teaching that perpetuates and fosters linguistic,…
Descriptors: Culturally Relevant Education, Teaching Methods, Social Justice, Social Change
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Paris, Django – International Journal of Multicultural Education, 2012
The title of this article comes from a poster in Pedro's Arizona classroom. The poster read, "The only violence in schools should be the kind you read about in history classes. Be smart. Don't become history." This message became increasingly salient to me while investigating Pedro's engagement with literacy. Using critical theory and…
Descriptors: Activism, Critical Theory, Literacy, Praxis
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Paris, Django – Educational Researcher, 2012
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…
Descriptors: Culturally Relevant Education, Cultural Awareness, Multilingualism, Cultural Pluralism
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Paris, Django; Alim, H. Samy – Harvard Educational Review, 2014
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…
Descriptors: Culturally Relevant Education, Sustainability, Heritage Education, Educational Practices
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Paris, Django – International Journal of Qualitative Studies in Education (QSE), 2011
In this article, I conceptualize ethnographic, qualitative, and social language research with marginalized and oppressed communities as "humanizing research". Humanizing research is a methodological stance, which requires that our inquiries involve dialogic consciousness-raising and the building of relationships of dignity and care for both…
Descriptors: Qualitative Research, Humanization, Ethnography, Sociolinguistics
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Paris, Django – Journal of Language, Identity, and Education, 2010
How do youth view Spanish in our changing multiethnic urban schools and communities? In this article I explore this question by analyzing the perspectives and social interactions of students in an urban charter high school located in a community undergoing dramatic demographic shift from a predominantly African American city to a predominantly…
Descriptors: Urban Schools, Pacific Islanders, Second Language Learning, Spanish
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Paris, Django – English Education, 2010
Paris examines texts worn on objects (like clothing or backpacks), delivered over electronic media, and rapped by youth emcees at a multiethnic high school. He argues that these are identity texts, used by young people to express ethnic and linguistic differences. (Contains 2 figures and 7 notes.)
Descriptors: Identification (Psychology), Ethnicity, Computer Mediated Communication, High School Students
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Liu, Chiao-Wei – General Music Today, 2020
Cultural diversity is not a new concept in the field of music education. Yet minoritized groups continue to face systematic discrimination. Given the shifting cultural realities, how we as music teachers move beyond recognizing diversity but sustain the various cultural and linguistic ways of being of our students becomes a crucial question. I…
Descriptors: Music Education, Cultural Maintenance, Cultural Pluralism, Minority Groups
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Paris, Django – Harvard Educational Review, 2009
In this article, Paris explores the deep linguistic and cultural ways in which youth in a multiethnic urban high school employ linguistic features of African American Language (AAL) across ethnic lines. The author also discusses how knowledge about the use of AAL in multiethnic contexts might be applied to language and literacy education and how…
Descriptors: Language Patterns, Urban Schools, Literacy Education, Linguistics
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Alim, H. Samy; Baglieri, Susan; Ladson-Billings, Gloria; Paris, Django; Rose, David H.; Valente, Joseph Michael – Harvard Educational Review, 2017
In the fall of 2016, the "Harvard Educational Review" ("HER") published "Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy that Accounts for Dis/Ability" by Federico R. Waitoller, assistant professor in the Department of Special Education at the University…
Descriptors: Culturally Relevant Education, Disabilities, Talent, Inclusion
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Good-Perkins, Emily – Philosophy of Music Education Review, 2021
The examination of racist, normalized ideology within American education is not new. Theoretical and practical conceptions of social justice in education have attempted to attend to educational inequality. Oftentimes, these attempts have reinstated the status quo because they were framed within the same Eurocentric paradigm. To address this,…
Descriptors: Music Education, Culturally Relevant Education, Racial Bias, Ethnicity
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