Culturally Sustaining Pedagogy in a Literacy Methods Course: Benefits and Challenges

• In Event: Critical Literacies, Antiracist Teaching, and Culturally Sustaining Pedagogy

Abstract

Drawing on Culturally Sustaining Pedagogy (CSP) and critical literacy, this paper examines how a children’s book writing assignment designed to center the experiences of underrepresented communities in children’s literature contributed to shifts in awareness among predominantly White teacher candidates (TCs). Analysis of TC-authored books and surveys reveals that TCs selected book topics based on a personal connection to the issue or its relevance to their students; few books focused on ethnic or racial diversity. TCs communicated the importance of representation in children’s literature and the necessity to prepare to discuss topics of diversity with K-12 students. Findings highlight the importance of CSP in teacher preparation as a way to develop TCs’ critical lens and enable them to empower their students.

Authors

• Allison Briceno, San José State University

• Claudia Rodriguez-Mojica, Santa Clara University