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Constructivism, or some newer form of it, where learners knowledge is built and with, is essential to all of these forms of pedagogy. We must build with the students

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Differentiating and adapting content/instruction to students' unique needs and interests without watering down skills learned and knowledge gathered.

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What does CSP look like in early childhood education? What would be cut out of the curriculum that does not align with CSP?

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In culturally sustaining pedagogy, what are we seeking to sustain?

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CRP: Brings culture into learning
CSP: Students bring their culture
Both account for diversity and reflect the greater society

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Diversity is a resource for teaching and learning. CRP-past, CSP-present and future

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Culturally relevant pedagogy is just good teaching according to Gloria Ladson-Billings.
Because it is student centered and Paolo Freire would probably see it as being an act of love.

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CSP - adaptable to different contexts.

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Culturally responsive teaching seems to be the big goal of education these days, and it is something revolves around the students and their funds of knowledge etc.

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How can this be taught to white PSTs? Is there a "best" way to do it?

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Along with Grace, I ask about CSP, what is being sustained?

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Difference between CRP and CRT

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curriculum should be written by the oppressed.

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Is it possible for me to apply CRP in an environment that is culturally different from the one I hail from?

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What does CSP look like in practice?

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Why is he mention of ethnically specific learning styles contentious?

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Critical reflexivity and how it is used to build pedagogy that critiques regressive practices and and raises critical consciousness

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I've always thought about culture as interactions of people, but I think my thoughts were expanded on that today. I'm questioning now what is and isn't culture. Can economic status be considered the basis of a culture?

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The writers of curriculums change with the changes in culture and its "confines"

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Framing of information you teach plays a big part in these approaches to education. We don't need to cut out the facts of the past, but we do need to watch how we deliver the information in order to make sure we are being more culturally responsive/sustaining etc.

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My question wasnt addressed, but I think that I did learn some things. Mainly to be more conscious of how the things that are being taught are intertwined with the past and how they are relevant now.

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CRP is empirical which means it is based on research.

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CRP: Empirical
CRT: Conceptual
CSP: Fosters/sustains cultures in an intentional and meaningful way

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Is it possible for a teacher to have a positive learning effect on their students if they hail from culturally different backgrounds?

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The differences between CRT and CRP

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Can the oppressed actually enact the curriculum that they write? (Like will the curriculum

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Relating to curriculum or classroom community specifically, a framework, or maybe opportunity, to make space for what your students specifically can bring to the classroom, and how that can meet with and further enrich curriculum

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Adapting content and curriculum to meet students unique needs (culturally, academically, socially, and emotionally) is crucial to building those relationships talked about in Freire (1970).

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Mariah --Using students' background knowledge increases engagement and learning. Situating lessons within student experiences increases engagement/learning. There is a lot of overlap in this area, with some slight sharp distinctions.

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Mariah --Using students' background knowledge increases engagement and learning. Situating lessons within student experiences increases engagement/learning. There is a lot of overlap in this area, with some slight sharp distinctions.

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asset focused (Paris) - talks about repositioning pedagogies to be more meaningful to communities of color

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- selecting what and how to tach based on the practices of the local community
- valuing students funds of knowledge
- Linking community with schooling pracices

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Culturally responsive teaching is related to building relationships and making connections to students' interests, prior knowledge/fund of knowledge, and backgrounds.

I also know CRP, CRT, and CSP are different but often get used interchangeably in practice.

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What does CSP look like in the context of teaching specific literacy and language skills that need to be acquired in order to access structures of power within a hierarchical system? I'm thinking specifically of Grades 1-3.

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Culturally relevant teaching is based on the relationships and the understanding of the lived experiences and histories of the local.

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Pedagogies that "go with the flow":
"As youth continue to inhabit a world where cultural and linguistic recombinations flow with purpose, we need pedagogies that speak to this new reality." (Paris et al., 2014, p. 92).

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I want to engage more deeply with narratives/articles/experiences of classrooms that have practiced this framework in ways that deepened classroom community and student engagement.

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I love this question from the text and I want to keep asking it: "What happens when 'ill-literacies' get ill? In other words, what happens when, rather than challenging hegemonic ideas and outcomes, the cultural practices of youth of color actually reproduce them, or even create new ones?" (Paris et al., 2014, p.92)

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How do we make sure teachers know how truly make CRP/CRT/CSP impactful for students in their instruction, rather than just being able to know what it is and define it?

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- How to empower teachers to implement CRP
- How to engage the parents/community in designing pedagogy that is culturally relevant

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in general, I think we know it is important but we don't always know what good enactment looks like;  I"m with Brittany and want to observe classrooms doing this well.

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I wonder more about how to support teachers & how to enact this in the classroom. When I was reading this week I thought back to a lot of PDs on why these frameworks are important but there was still a lot to learn to put them into practice.

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Do you have to address the content in the curriculum first...

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Funds of knowledge
School-home connection and linkage

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I talked about my interest in engineering education because of how it builds problem solving. Another group member brought up how CRT/CRP/CSP can be applied by thinking about what problems students solve, why are they important, who are they important to, etc.