“I Belong Here.”: Culturally Sustaining Pedagogical Praxes from an Alternative High School in Brooklyn

Borck, C. Ray

doi:10.1007/s11256-019-00536-z

Cited by 18 publications

(13 citation statements)

References 27 publications

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“…Extant research offers some answers. One study of an alternative school in Brooklyn found that teachers and administrators took special care to build a strong culture of belonging among students (Borck, 2020 ). A study of an alternative school in Australia may offer further insight.…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between Student Voice and Student Engagement in Urban High Schools

2022

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Drawing on student self-report survey data, this study examines student engagement across 67 urban high schools in the School District of Philadelphia. Results show that schools with higher rates of affective, behavioral, and cognitive engagement differ significantly from schools with other engagement profiles in students’ average reports of teacher care and student voice. Path analyses lend support for self-determination theory and corroborate qualitative research that observes that student voice can improve student engagement. By highlighting the roles of teacher care and feelings of competence and belonging, this study identifies key means by which student voice influences student engagement. Supplementary Information The online version contains supplementary material available at 10.1007/s11256-022-00637-2.

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Section: Discussionmentioning

confidence: 99%

The Relationship Between Student Voice and Student Engagement in Urban High Schools

2022

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“…Essential components of CSP are: fostering students’ cultural competence (Ladson-Billings, 2014); legitimizing students’ cultural ways of knowing and being (Borck, 2020); and building teaching and learning experiences around the cultures, identities and communities represented in a classroom (Martell and Stevens, 2019). …”

Section: Conceptual Framework: Culturally Sustaining Tpackmentioning

confidence: 99%

“…As stated in the introduction, mending the digital divide is not simply a matter of providing equal access to technology; it is about using technology in manners consistent with the aims of a multicultural education that include educators "modify[ing] their teaching in ways that will facilitate the academic achievement of students from diverse racial, cultural, gender, and social-class groups" (Banks, 2013, p. 18). Essential components of CSP are: fostering students' cultural competence (Ladson-Billings, 2014); legitimizing students' cultural ways of knowing and being (Borck, 2020); and building teaching and learning experiences around the cultures, identities and communities represented in a classroom (Martell and Stevens, 2019).…”

Section: Culturally Sustaining Pedagogymentioning

confidence: 99%

It is not equitable if it is not culturally sustaining: teaching and learning in 1:1 laptop schools

Jackson

Gonzales

Mensah

2022

JME

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Purpose The purpose of this study was to examine technological pedagogical content knowledge (TPACK) in 1:1 laptop classrooms. We evaluate how, if at all, teachers in these environments engage culturally sustaining pedagogy (CSP) with technology to meet the needs of culturally and linguistically diverse learners. Design/methodology/approach Data for this multiple case study were collected across three middle schools with a 1:1 laptop initiative. Thirteen teachers participated in individual interviews and 77 teachers completed an online survey. Transcribed interviews and the open-ended survey question were analyzed using an inductive, iterative process of coding according to hallmarks of TPACK and CSP. Findings This study reveals that while technology could be a powerful tool in fostering an equitable classroom environment, fully implementing equitable approaches in 1:1 laptop schools would require educators to develop knowledge and skills to integrate TPACK and CSP in their classroom. Originality/value Our study indicates that obstacles to providing equitable education for CLD learners in 1:1 classrooms are not issues of technology access but issues of disparities perpetuated by missed opportunities to fully engage CSP as a means of challenging the status quo. Tackling this in 1:1 environments would require educators to develop knowledge and skills to engage culturally sustaining TPACK in their classroom.

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“…Building on Alim and Paris' (2017) research on culturally sustaining pedagogy, an abolitionist civics classroom not only addresses the school-to-prison pipeline, but also emphasizes how racially marginalized communities work to transform governmental systems that often act against them (Borck, 2020). As culturally sustaining curriculum and pedagogy, a civics course centering prison abolition must not only address the weight of systemic racism, but also to ensure that it is empowering and agentive (Kokka, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

A Curriculum and Pedagogy of Prison Abolition: Transforming the Civics Classroom Through an Abolitionist Framework

Dozono

2021

Urban Rev

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Recent research on the school-to-prison pipeline has exposed the disciplining and punishment of Black and Brown youth in today's school system. Given the convergence of racism and capitalism in the prison system, various marginalized community groups have called for its abolishment. Using teacher practitioner inquiry, this article asserts prison abolition as both curriculum and pedagogy in the civics classroom. Reflecting on the author's experience teaching a twelfth-grade civics class through prison abolition, this article highlights the transformative potential of an abolitionist framework for both curriculum and pedagogy, illustrating the possibilities and challenges of applying this work in practice.

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“I Belong Here.”: Culturally Sustaining Pedagogical Praxes from an Alternative High School in Brooklyn

Cited by 18 publications

References 27 publications

The Relationship Between Student Voice and Student Engagement in Urban High Schools

The Relationship Between Student Voice and Student Engagement in Urban High Schools

It is not equitable if it is not culturally sustaining: teaching and learning in 1:1 laptop schools

A Curriculum and Pedagogy of Prison Abolition: Transforming the Civics Classroom Through an Abolitionist Framework

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