Culturally sustaining pedagogies (CSP) view linguistic, literate and cultural pluralism as an asset for learning, rather than as a deficit. CSP seeks to promote linguistic and cultural dexterity, not just for the purposes of equally valuing diverse communities, but also to develop the capabilities necessary for success in a globalised world.
CSP tackles the complex questions raised in the first 2 ideas. How do educators engage with and extend what each student brings to their learning? How do we engage with the complexity of each student's individual culture without essentialising or stereotyping? What ways of knowing, being and doing do we value, and therefore reflect, in our classrooms? What ways of knowing, being and doing are silenced in our classrooms? CSP is not about essentialising students' cultures, or substituting high-cognitive-demand learning for 'cultural activities'. A sophisticated understanding of CSP sees culture as dynamic and individual as well as collectively constructed.
In the same way that intercultural learning asks students to critically reflect on their cultural standpoints, CSP asks educators to reflect on the ways in which they are culturally situated, and the impact this has on their classroom practice.
More discussions can be found on the key idea 4 forum.