Culturally Sustaining/Revitalizing Pedagogy and Academic Well-Being—Lessons from Indigenous Education
This presentation explores recent research and practice on critical culturally sustaining/revitalizing pedagogy (CSRP) in Indigenous education (Lee & McCarty, 2017; McCarty & Lee, 2014). The presentation foregrounds
academic well-being as a holistic alternative to conventional measures of academic achievement, encompassing learners’ intellectual, cultural, linguistic, affective, and physical well-being. Building on Ladson-Billing’s (1995) call for culturally relevant pedagogy, extensive research on Indigenous culture-based education, and Paris and Alim’s (2017) recent work on culturally sustaining pedagogies, CSRP seeks to revitalize and sustain Indigenous cultural and linguistic practices disrupted by colonization, and promote education parity and equity. As an expression of Indigenous sovereignty, CSRP is inherently decolonizing, recognizing the need for educational accountability to Indigenous communities. Examining selected cases, the presentation highlights the potential of CSRP to promote the academic well-being of Indigenous and other minoritized learners, both inside and outside of schools.
McCarty Flyer
