ERIC Number: EJ1377592
Record Type: Journal
Publication Date: 2022
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2161-1602
A Bioecological View of Culturally Sustaining Pedagogy
Billen, Rhett; Billen, Monica
Educational Renaissance, v11 p1-16 2022
Culturally sustaining pedagogy (CSP) considers the impacts of schools on communities, explicitly calling upon schools to sustain the cultural modalities of communities of color (Paris, 2012). In this paper, we argue that one important influence schools should have on families is the awareness and knowledge that families' culture are sustained and viewed as official knowledge (Ladson-Billings, 1995) in the education system. We do so by including a perspective found in the disciplines of developmental science, family science, and education, Bronfenbrenner's bioecological theory. Specifically, we examine the principles of CSP from the Person-Process-Context-Time (PPCT) model within bioecological theory. Furthermore, we problematize the traditional practice of assigning homework and offer an implication for reimagining homework from a CSP lens.
Descriptors: Culturally Relevant Education, Science Education, Educational Theories, Self Concept, Homework, Story Telling, Multicultural Education
The Renaissance Group. University of North Carolina Wilmington, 626 MacMillian Avenue, Wilmington, NC 28409. Web site: https://journals.calstate.edu/er/index
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A