PT  - JOURNAL ARTICLE
AU  - Paris, Django
AU  - Alim, H. Samy
TI  - What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
AID  - 10.17763/haer.84.1.982l873k2ht16m77
DP  - 2014 Apr 01
TA  - Harvard Educational Review
PG  - 85--100
VI  - 84
IP  - 1
4099  - http://harvardeducationalreview.org/content/84/1/85.short
4100  - http://harvardeducationalreview.org/content/84/1/85.full
SO  - herp2014 Apr 01; 84
AB  - In this article, Django Paris and H. Samy Alim use the emergence of Paris's concept of culturally sustaining pedagogy (CSP) as the foundation for a respectful and productive critique of previous formulations of asset pedagogies. Paying particular attention to asset pedagogy's failures to remain dynamic and critical in a constantly evolving global world, they offer a vision that builds on the crucial work of the past toward a CSP that keeps pace with the changing lives and practices of youth of color. The authors argue that CSP seeks to perpetuate and foster linguistic, literate, and cultural pluralism as part of the democratic project of schooling and as a needed response to demographic and social change. Building from their critique, Paris and Alim suggest that CSP's two most important tenets are a focus on the plural and evolving nature of youth identity and cultural practices and a commitment to embracing youth culture's counterhegemonic potential while maintaining a clear-eyed critique of the ways in which youth culture can also reproduce systemic inequalities.