Teachers’ perspectives of their development of culturally sustaining pedagogical practices: lessons for teacher learning

Author:

Hewko Christina1ORCID

Affiliation:

1. Department of Education, University of California, Santa Cruz, CA, USA

Publisher

Informa UK Limited

Reference52 articles.

1. Alim, H. S., & Paris, D. (2017). What is culturally sustaining pedagogy and why does it matter?. In J. Paris & S. Alim (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 1–21). Teachers College Press.

2. Alim, H. S., Paris, D., & Wong, C. P. (2020). Culturally sustaining pedagogy: A critical framework for centering communities. In N. S. Nasir, C. D. Lee, R. Pea, & M. M. de Royston (Eds.), Handbook of the cultural foundations of learning (pp. 261–276). Routledge.

3. The Theory and Practice of Culturally Relevant Education

4. Banks, J. A. (2001). Cultural diversity and education: Foundations, curriculum, and teaching (4th ed.). Allyn & Bacon.

5. Blumer, H. (2012). Symbolic interactionism [1969]. In C. Calhoun, J. Gerteis, J. Moody, S. Pfaff, & I. Virk (Eds.), Contemporary sociological theory (3rd ed., pp. 62–74). John Wiley & Sons, Ltd.

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