In this essay, the author proposes culturally sustaining pedagogy as an alternative to culturally responsive pedagogy, proposing that this definition includes the best research and practice in the resource pedagogy tradition and supports the value of our multi-ethnic and multilingual present and future.
Paris, Django. (2012). “Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice.” Educational Researcher 41 (3): 93–97.
The article describes ways in which students with disabilities have been perceived in practice. It is useful for practitioners that seek to reflect on commonly held perceptions about race and disability and how these ideas can influence practice.
Harry, B. and Klingner, J. “Discarding the Deficit Model.” Educational Leadership. 64(5), 2007: 16-21.
The book describes how court ordered desegregation efforts have subsided in strength. It exposes how school systems have slowly re-segregated since the landmark Brown V. Board of Education decision. It is useful for practitioners who are interested in understanding why school systems look like they do and how segregation is related to inequities in education.
Orfield, G., and Eaton, S. E. Dismantling Desegregation: The Quiet Reversal of Brown v. Board of Education. New York: New Press, 1996.
Highlights some of the common policies, practices, and beliefs that place racial/ethnic minorities and low-income students at risk.
Edward Fergus (2010) NYU Steinhardt Technical Assistance Center on Disproportionality.
This toolkit defines social justice and describes the importance of communal agreements prior to a series of activities that address identity, power and privilege.
Considers promising practices for ensuring that all students from racial and ethnic minorities are given every opportunity to succeed in school.
Matthew Deninger (2008) Massachusetts Department of Education.
This report highlights a two-year study that identified barriers and evidence-based solutions to improving the academic and social emotional learning (SEL) outcomes for African American students in California.
California Association of African American Superintendents and Administrators, California Collaborative for Educational Excellence, and Professional Learning Network. 2019, March. Equity in Action. https://ccee-ca.org/documents/meetings/20190606/Item%2010%20Attachment%202%20CAAASA%20Report%20–%20Equity%20in%20Action.pdf
This report highlights a two-year study that identified barriers and evidence-based solutions to improving the academic and social emotional learning (SEL) outcomes for African American students in California.
California Association of African American Superintendents and Administrators,
California Collaborative for Educational Excellence, and Professional Learning Network. 2019, March. Equity in Action. https://ccee-ca.org/documents/meetings/20190606/Item%2010%20Attachment%202%20CAAASA%20Report%20–%20Equity%20in%20Action.pdf
This article’s authors described racial and ethnic inequity in educational systems from the vantage point of psychological theory. Practitioners may be interested in this work because it links disparities in education to disparities in society overall. Additionally, the suggested interventions are provided based on established psychological concepts.
Quintana, Stephen M., Mahgoub, L. 2016. “Ethnic and Racial Disparities in Education: Psychology's Role in Understanding and Reducing Disparities.” Theory into Practice. 55 (2): 94-103.
This article focuses on the renewed focus on the design and impact of Ethnic Studies (ES) curricula and teaching methods with distinct anti-racist features and strategies.
Bonilla, S., Dee, T.S., & Penner, E.K. (2021)"Ethnic Studies Increases Longer-Run Academic Engagement and Attainment." PNAS, 118(37), 1-10.
