Transcending boundaries and borders through the implementation of culturally sustaining pedagogy: A Japanese literacy professor at a Hispanic-Serving Institution.

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Bibliographic Details
Title:	Transcending boundaries and borders through the implementation of culturally sustaining pedagogy: A Japanese literacy professor at a Hispanic-Serving Institution.
Authors:	Kambara, Hitomi
Source:	CEDER Yearbook. 2019, p177-193. 17p.
Subject Terms:	Literacy, Teaching, Teacher educators, Hispanic American students, Literacy education, College teaching
Abstract:	This study reports how a Japanese literacy professor teaching in a college with 96% Hispanic students at a Hispanic-Serving Institution (HSI) integrated culturally sustaining pedagogy into her undergraduate courses. The author is originally from Japan and came to the United States at age 18. She completed her higher education at a predominately white institution before coming to an HSI on the southern border as a Tenure-Track Assistant Professor of Literacy Education one and a half years ago. During the fi rst year in her tenure track position, she read the book Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (Paris & Alim, 2017). She adopted those pedagogies in order to enhance her teaching practices, which resulted in her making connections with her students and hence maximizing student learning. The author addresses the ways in which she integrated culturally sustaining teaching strategies into her undergraduate literacy education courses. In addition, she discusses how she transcended cultural boundaries to develop positive relationships with her students during the process. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study reports how a Japanese literacy professor teaching in a college with 96% Hispanic students at a Hispanic-Serving Institution (HSI) integrated culturally sustaining pedagogy into her undergraduate courses. The author is originally from Japan and came to the United States at age 18. She completed her higher education at a predominately white institution before coming to an HSI on the southern border as a Tenure-Track Assistant Professor of Literacy Education one and a half years ago. During the fi rst year in her tenure track position, she read the book Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (Paris & Alim, 2017). She adopted those pedagogies in order to enhance her teaching practices, which resulted in her making connections with her students and hence maximizing student learning. The author addresses the ways in which she integrated culturally sustaining teaching strategies into her undergraduate literacy education courses. In addition, she discusses how she transcended cultural boundaries to develop positive relationships with her students during the process. [ABSTRACT FROM AUTHOR]