Culturally sustaining pedagogy in action: Views from inside a secondary social studies teacher's classroom

Margarita Jimenez-Silva, Ruth Luevanos

Research output: Contribution to journalArticle

Abstract

This chapter describes a case study of a teacher, Mrs. L., whose teaching incorporates culturally sustaining pedagogy (CSP) into U.S. and World History classrooms in order to meet the academic and linguistic needs of her specific student populations. The examples used in this chapter come from two settings in which Mrs. L has worked- A n alternative high school for pregnant and parenting minors and a junior high school. Both settings were located in a diverse region of Southern California. Mrs. L's methods for incorporating CSP into her U.S. and World History content were based foremost on establishing and building relationships and rapport with each girl in her class. Mrs. L incorporates CSP as she teaches her students about first and secondary sources through Richie Valens, develops critical thinking as she teaches about the Westward Expansion and the Lewis and Clark expedition, and develops technology skills as she teaches about various cultural views of death.

Original languageEnglish (US)
Pages (from-to)81-105
Number of pages25
JournalAdvances in Research on Teaching
Volume29
DOIs
StatePublished - 2017

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world history
social studies
classroom
teacher
school
student
linguistics
death
Teaching

Keywords

  • alternative high schools
  • Culturally sustaining pedagogy
  • curriculum
  • diversity
  • English language learners
  • secondary education

ASJC Scopus subject areas

  • Education

Cite this

Culturally sustaining pedagogy in action : Views from inside a secondary social studies teacher's classroom. / Jimenez-Silva, Margarita; Luevanos, Ruth.

In: Advances in Research on Teaching, Vol. 29, 2017, p. 81-105.

Research output: Contribution to journalArticle

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