Co-Constructing Identities, Literacies, and Contexts: Sustaining Critical Meta-Awareness With/in Urban Communities

Author:

Caraballo Limarys1,Souto-Manning Mariana2

Affiliation:

1. Queens College of the City University of New York, Queens, NY, USA

2. Teachers College, Columbia University, New York, NY, USA

Abstract

Mariana Souto-Manning calls for educational researchers to move beyond traditional/oppressive forms of research toward frameworks and methods that center the concerns of participants. Such critical research represents attempts to honor and support participants’ cultures, knowledge, and emerging identities in diverse urban educational contexts, building upon a legacy of culturally responsive research that incites scholars, researchers, and educators to develop and support culturally sustaining pedagogies. The authors in this special issue respond to Souto-Manning’s and Paris’ calls for empirical studies that analyze humanizing and transformative pedagogies to sustain the cultures, languages, and literacies of diverse peoples.

Publisher

SAGE Publications

Subject

Urban Studies,Education

Reference12 articles.

Cited by 5 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Planting Seeds for Curricular Change: Bridging Culturally Sustaining Pedagogies and Intertextuality for IRW;Journal of College Reading and Learning;2023-11-09

2. Family Literacy and Social Justice;Research Anthology on Instilling Social Justice in the Classroom;2021

3. Meet Me at the Corner: The Intersection of Literacy Instruction and Race for Urban Education;Urban Education;2018-10-23

4. Translating Theory to Practice: Exploring Teachers’ Raciolinguistic Literacies in Secondary English Classrooms;English Education;2018-10-01

5. Family Literacy and Social Justice;Advances in Educational Marketing, Administration, and Leadership

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