This is a part of an extensive asynchronous course that called Project READY: Reimagining Equity & Access for Diverse Youth. This course covered topics of race and racism, racial equity, and culturally sustaining pedagogy. The course provides an interesting layout as it is laid out into three sections, section one covers foundations of the topics such as colonialism, privilege, racism, identity, and whiteness. Section two looks at transforming practices such as culturally sustaining pedagogy, the importance of relationships and community, and student voice & agency. Section 3 is about continuing the journey which includes leveraging digital learning environments.
Culturally sustaining pedagogy focuses on the importance that students keep their own culture and community practices, while still having access to the practices of western culture. “Culturally relevant pedagogy sees BIPOC students’ heritage and community cultural practices as resources to honour and explore; culturally sustaining pedagogy sees them as resources to honour, explore, and extend.”
This course ties into my research as it covers key ideas of culturally responsive pedagogy, asset-based learning, and relationship building. All important aspects of my research project are to Identify how technology can be used to preserve local knowledge.
Based on Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.
Access to this course can be found here: https://ready.web.unc.edu/section-2-transforming-practice/module-17/
Here is another link that I found interesting and connected to the post: Gloria Ladson Billings – Successful Teachers of African American Children: Not directly connected to Indigenous Education, but the practices utilized are transferable.