Moving Beyond Critique: Enacting Culturally Sustaining, Arts-Integrated Pedagogy That Centers Identity, Culture, Language, and History

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: K–12 Partnerships That Advance Asset-Orientation, Equity, and Culturally Relevant and Sustaining Pedagogies (Table 14)

Abstract

This paper explores findings from one school-university-community partnerships that rejects deficit notions of communities; and instead, implements arts-integrated instruction that is culturally affirming and culturally sustaining as a strategy for building stronger education systems. The authors argue their approach to partnerships, including research partnerships, fundamentally alter positions of power playing out in university-school-community collaborations. They advance a vision of partnership that is more racially, culturally and economically equitable. The findings from the case study show that the implemented program results in families feeling excited to come together and learn as a family unit, families seeing their child in affirming/new ways, families seeing higher education as a possibility for themselves, and families feeling that these programs create opportunities for their child.

Authors

• Melissa M. Jozwiak, Texas A&M University - San Antonio

• Karen L.B. Burgard, Texas A&M University - San Antonio