Culturally Sustaining Pedagogy: A Critical Look Into Its Impact and Relevance for Black Mathematics Students

• In Event: Marriott Roundtable Session 2
  In Roundtable Session: Asset Pedagogies in Black Education

Abstract

The objective of this theoretical paper is to take a closer look at the shift that has occurred in education research to focus on culturally sustaining pedagogies (CSP) (Paris, 2016). Our goal with the current undertaking is to highlight potential oversights in this framework and to discuss whether its framing represents a viable solution for Black students, particularly in regards to mathematics education. Our primary inquiry which led to this theoretical paper is what limitations or blindspots exist within the conceptualization of culturally sustaining pedagogy? We suggest that ontological Blackness may be conceptualized much differently when we consider both generational and geographical impacts on Blackness, and that CSP, in its focus on pluralist societies, has not adequately addressed these tensions.

Authors

• Nickolaus Alexander Ortiz, Georgia State University

• Dalitso Ruwe, Texas A&M University