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作者

来源

URBAN EDUCATION,Vol.52,Issue5SI,P.555-560

语言

英文

关键字

literacy; identity; language; race; diversity; adolescence; cultural responsiveness; culturally relevant pedagogy; academic achievement; urban education; African American students; Hispanic/Latin@ students

作者单位

[Caraballo, Limarys] CUNY Queens Coll, Secondary English Educ, Queens, NY USA. [Souto-Manning, Mariana] Columbia Univ, Teachers Coll, Early Childhood Educ, New York, NY 10027 USA. Caraballo, L (reprint author), CUNY Queens Coll, 65-30 Kissena Blvd,Powdermaker Hall 150J, Queens, NY 11367 USA. E-Mail: limarys.caraballo@qc.cuny.edu

摘要

Mariana Souto-Manning calls for educational researchers to move beyond traditional/oppressive forms of research toward frameworks and methods that center the concerns of participants. Such critical research represents attempts to honor and support participants' cultures, knowledge, and emerging identities in diverse urban educational contexts, building upon a legacy of culturally responsive research that incites scholars, researchers, and educators to develop and support culturally sustaining pedagogies. The authors in this special issue respond to Souto-Manning's and Paris' calls for empirical studies that analyze humanizing and transformative pedagogies to sustain the cultures, languages, and literacies of diverse peoples.