Disciplinary Text-Sets
Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice
Paris, D. (2012). Culturally Sustaining Pedagogy. Educational Researcher, 41(3), 93-97. doi:10.3102/0013189x12441244
Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice is the idea that student's cultures need to be recognized to create curriculum that students feel they can get involved in. If we create curriculum created using student's discourses, they are more likely to get involved and become a part of their own education.
This text is exceedingly complex. It was written with teachers and educators in mind and the language is such that one has to have a basic understanding of cultural relevance in the classroom to understand some of it. There is a lot of complex and generally unfamiliar vocabulary unless you are an educator or someone who knows educational theories.
This text is exceedingly complex. It was written for college students and educators who are interested in educational theories and ways to create change in their classrooms.
This text would be important for education students who are interested in learning more about creating culturally relevant classrooms. A question to pose with this essay would be "How do you use the information in the text to create a classroom that helps students see themselves in their education rather than just being told what to learn and how to learn it?"
Increasing Engagement by Using Culturally Responsive Curriculum
This video is a short introduction to the idea of creating a Culturally Responsive Curriculum. It talks about what it means to create a curriculum that is focused on who the students are and what it means to bring their heritages into the classroom. It is important to create projects and lessons based on student's discourses because they are often more interested in learning when they can see themselves in what they are learning.
This text is only moderately complex. The idea of the text is easy to understand and there is not a lot of vocabulary that is complicated unfamiliar. The purpose of the text is informing educators what Culturally Responsive Curriculum is and how it helps the students.
The task complexity is also moderately complex. It is not hard to understand but is focused more towards educators interested in the information about curriculum in the classroom.
When using this resource a good question to ask would be, "What are some ways for you as an educator to bring culture into your daily lessons and curriculum?"
The Absolutely True Diary of a Part-Time Indian By: Sherman Alexie
Alexie, S. (2009). The absolutely true diary of a part-time Indian. Berlin: Cornelsen.
This book is about a Native American cartoonist who leaves his reservation to attend an all white school to try and make it outside his reservation.
This book is only Slightly Complex. It is a good book to read in an 8th/9th grade classroom. The language is easily understood and the sentence structure is simple.
This is a good text for students to use because it creates a classroom that is Culturally Responsive. It brings in a Native American perspective and helps students in the classroom see through the lens of their peers and classmates. It also helps the students who are Native American to feel respected and seen.
A question to ask the students is "Would you recommend this story to other readers?"
Sage on The Stage to Guide on the Side By: Alison King
Seeing Color, Seeing Culture By: Ladson-Billings
Just Mercy By: Bryan Stevenson
All these texts can help create a good idea of how to make a classroom that is culturally relevant. There are also two examples of novels that can be used in the classroom that would relate to student's cultures. The informational texts are based on theories that tell an educator why culturally relevant classrooms are important as well as how they can be created.
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