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Culturally Sustaining Writing Pedagogies in Early & Elementary Classrooms
Wed, November 30, 1:15 to 2:45pm, Omni Nashville, Floor: Level 2, Broadway Ballroom HSession Submission Type: Symposium
Abstract
Recently, Paris & Alim (2014) have extended the notion of culturally relevant pedagogy further to culturally sustaining pedagogy, which seeks to “perpetuate and foster” students’ literate, linguistic, and cultural resources. Together, the papers in this symposium provide sorely lacking empirical examinations of culturally sustaining pedagogies in pre-service, pre-K, K, and elementary classrooms.
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Individual Presentations
“I think this is more important than alliteration at the end of the day”: Culturally relevant/sustaining writing instruction in elementary classrooms - Rebecca Woodard, University of Illinois at Chicago; Emily Machado, University of Illinois at Chicago; Andrea Vaughan, University of Illinois at Chicago
“My hair has a lot of stories!”: Culturally Sustaining Writing Pedagogies in Preservice Education and Elementary Classrooms - Tasha Tropp Laman, University of Louisville; Tammi Davis, University of Louisville
Culturally Sustaining Pedagogies: Evidence From One Urban Preschool Writing Center - Colleen Whittingham, University of Illinois at Chicago
Singing and Dancing our Way into Writing: A Kindergarten Inquiry During “Black History Month” - Kathryn Whitmore, University of Louisville