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It integrates a rigorous learning environment in that the student works as a starting point for learning. Through what he knows, the student is invited to explore and learn through his / her history and culture, contacting him with the challenges, with his legacy, with his values, allowing a holistic view of his history.
In this way, the student becomes more self confident, knows who he is, knows that he is his "tribe", develops critical thinking and feels that he can also, along with others make a difference!

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As the theme was exposed here, I think that in Portugal, there are few examples in the classroom. Some community projects that work with different communities in their neighborhoods have some dynamics that implement integration and cultural awareness as pillars of their intervention. In the classroom, there is this concern to include and hear the other, but not in such a holistic dimension, not as a vision of the school.

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There were several learning that this course gave me! From the demystification of the concept of rigor that I brought, to the impact that knowing the history of my "forest" has in my growth as a person.
In Teach For Portugal, one of the outcomes we want to work on is the "Self-Consciousness" in relation to myself, my family, my culture, my society and the world. I became more aware of the impact and importance of working with CSP with our participants, empowering them with these skills.

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If I consider a rigorous learning environment to be one that challenges students to think in a way they have not thought before then culturally sustaining pedagogy would offer students the opportunity to look at their story through the view of their own history. Perhaps even exploring traditions as a way to identify and recognize their way forward

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If I consider a rigorous learning environment to be one that challenges students to think in a way they have not thought before then culturally sustaining pedagogy would offer students the opportunity to look at their story through the view of their own history. Perhaps even exploring traditions as a way to identify and recognize their way forward

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Next week I am about to visit a Cham community program organized by our fellows. They meet weekly after school and students have an opportunity share some of their culture to other students.

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One strategy I see fellows working on here in Vietnam is the process of understanding their communities and developing relationships with the ethnic minority groups. This is  a rigorous task because it challenges fellows to be patient. Deep cultural competence takes time and requires fellows to listen and then act. It also challenges them as they develop their leadership abilities in community engagement. The theory of change is simple; break the cycle that continues to marginalize our students. Understanding those communities who continue in these cycles can provide a path for our fellows to respond and engage in. Helping students also understand their cultural identity and providing a sense of pride in their heritage gives the community the power to break the cycle.

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By providing students with critical thinking abilities; helping to build their self awareness and helping them to have real tools to have an impact on their society. It provides the starting point for their learning trajectory

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I really think there are few examples of culturally sustaining pedagogy in our schools in Uruguay. The only examples that comes to my mind are some schools in rural areas of the country. These schools are attended by historic rural population and families. In some cases their expectations are of staying in these villages and working the land. So some schools are trying to adapt their program and what they teach, making the effort of engaging learning with rural activities, with situations the children often live.

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I think i need a little more relfection on this topic in order to share something of use to teachers/fellows in Uruguay. I´m having some difficulties to relate these things with our own current social and education system. However i tend to think that one strategy is opening the debate, encouraging everybody to think and investigate on these terms. Maybe we, as a society dont fully understand culture, history and inequity in our country. I think these could help in order to have a better perspective on whats going on and why our society is shaped the way it is.

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Reading through what others have written is helping me a see a new connection... We often talk about rigor as related to students doing complex and independent (of the teacher) thinking. Yet there's a way to do that that privileges certain ways of knowing that may not be the same as the ways of knowing that a student brings into the classroom given their cultural background (all that "below the iceberg" stuff). So CSP is rigorous in that it helps students better understand their cultural ways of knowing, to recognize when those ways differ from the "mainstream" of the school environment, and to navigate those potential differences (including advocating for themselves).

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I think that culturally sustaining pedagogy supports learning by using students' unique ways of knowing and understanding the world around them. I don't feel that culturally sustaining pedagogy and rigor are mutually exclusive. Indeed, I think we all operate in our environments using our own ways of knowing and that comes as much from our education as it does from our upbringing and culture. I think that culturally sustaining pedagogy can help students to identify their own intelligences and ways of knowing in order to become powerful actors in their own lives. The CSP connects the student to the content and, in so doing, generates an energy around that material.

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In Armenia, there is not purposeful CSP happening in the classrooms. We do see an overall link in the material to being Armenian. There is a large rootedness in Armenian history, food, song, and dance. Our Fellows often foster this identity through cultural clubs and events that they organize in their placement communities, fostering pride in what the community has to offer. Unfortunately, most of this is surface level, above the water, stuff. Armenia has suffered immensely throughout its history, first at the hands of the Ottoman Empire, then at the hands of the Soviet Union, and then in its conflict with Azerbaijan. As a result, identity is defined in the context of conflict with the oppressive "other." In schools, students are taught about their history, but often from the vantage point of the victim. Students in many contexts are taught they will move to Russia for work instead of staying and building Armenia. It is a dichotomy of pride and pity that pervades the classrooms. In addition, minority groups in Armenia suffer in their communities and schools. Yazidis, in particular, face large amounts of discrimination in their schools. We have had Fellows of Yazidi descent enter these communities to try and change this and root these students in the power of their identities, but this has not been successful due to some of the teachers and school leaders who enforce the notion that Yazidis cannot learn and are second class citizens to some extent. I believe that awareness around CSP amongst our Fellows is an important part of changing this paradigm.

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We need to start with the idea of critical pedagogy and then dig into CSP at Summer Academy and continue throughout the year. In the time I have been here, there has been no energy around these topics and, as a result, Fellows have not considered any of these elements in their work. I feel that thinking deeply around questions of identity, culture, and paradigms of power that exist in Armenia today, will not only bring about greater awareness and meaning in what Fellows do, but it will also expand our minds to consider how we might improve the system we have today because we understand how it got here. In turn, Fellows will begin to do this with their students and develop the kind of awareness in their own minds- an awareness that is not rooted in war, which is often the case, especially in our villages in the border regions, but one rooted in pride and a determination for a brighter future.

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Culturally Sustaining Pedagogy is the foundation for learning. It creates a safe and homely space for students. This gives them confidence to learn. There is a proverb in Nepal which has meaning like this, "People either learn by studying or by experiencing". I think culturally sustaining pedagogy has the ability to link these together- study and experiences. When students feel that their values and experiences are valued, they will be prepared for life-long learning.

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I don't think we have have enough examples of this in our context. As the influence of 240 years of monarchy, which reinforced the values of just one language and one religion, it has been really challenging to build inclusive and culturally sustaining pedagogy. It has become really challenging to build this awareness in youths also. However, I have seen some of our Fellows sometime using the language of community in the classrooms.

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I have learnt many things from the course. One of our vision is to prepare students who are connected with their roots. The thing that I will be sharing with Fellows is that teachers should bring issues of marginalization, colonization, justice, etc with their students and should make them think upon the agency they can take in order to build new system. We work in rural schools where ethnic communities reside. The students of these communities feel themselves inferior. But discussing and exploring about history and culture will give them confidence. This will also help them connect with the roots.

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I was very interested in the fundamentals presented in this module, I think it is important to share with the fellows of Ensina Brasil, as well as our team, to understand the importance of studying culture and tools for cultural empowerment.

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Here in Brazil, some schools create extracurricular projects to segment students by interest groups and skills, which facilitate the creation of cultural groups. In addition, schools seek to teach the history of diverse cultures, mainly due to the diversity of the country. Another interesting practice is the creation of collectives from ethnic groups or interest groups.

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Culturally sustainable pedagogy is a strong tool to support a rigorous learning environment because it enables empowerment and identification of learners in a group, facilitating processes of exchange and self-awareness.

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Rigor environment is about hope and belief that you can achieve more. It's about values. So cultural sustaining pedagogy helps to underline it in learning, to understand yourself and then it's more easy to understand the world around. To become more conscious about your values and connect new knowledge and skills with it.

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Unfortunately, I can't write examples. But generally we rarely speak about values.

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This module inspires me to speak from the beginning about more deep understanding identity of everyone. To encourage fellows to be curious about every child in the class, help them understand themselves and then they will better understand everything else. To build class around values, to provide discussions with courage to put under the question some stereotypes in order to better understand own roots and become more aware.