Framing the Writing Classroom: Applying Culturally Sustaining Pedagogies Through Knowledge Transfer Frameworks Purpose

• In Event: Writing New Imaginaries Through Critical Consciousness, Culturally Sustaining Pedagogies, and Self-Determination

Abstract

In the following theoretical position paper, we explore the connections between inclusive approaches to teaching, specifically Alim and Paris’ (2017) culturally sustaining pedagogies (CSP), and pedagogies that support writing knowledge transfer. We propose that a theoretical exploration which links these cultural and cognitive frameworks leads to a liberatory framework for the writing classroom.

Authors

• Libbi Miller, Humboldt State University

• Lisa Tremain, Humboldt State University