文化可持续教学与多元融合

Culturally Sustaining Pedagogy and Multiple Integration

在美国,随着社会多元化和文化多样性的发展,学校教学面临着来自不同文化的学生的挑战。教学与文化关系的处理,直接关系到教学的有效性。文化同化性教学忽视甚至无视学生的种族、族群、性别、阶层、语言、文化等差异,以形式上的平等掩盖了实质上的不平等,导致少数民族学生被边缘化。文化关涉性教学不仅帮助每个学生取得学业成功,养成学生的文化能力,而且培养学生的社会政治或批判意识。但文化关涉性教学难以实现其既定目标,迫切需要一种旨在维护和促进语言、文字和文化多元化,推进学校教育民主化的教学,这就是文化可持续教学。它秉持动态文化观,认为文化是动态的、流动的和不断变化的;关注青年文化,承认青年文化反霸权的同时保持清醒的批判;注重教育主权,呼吁维护和复兴濒临灭绝的语言和文化,促进文化的多样性和社会的多元化。借鉴美国的文化可持续教学,我国的多元文化教学必须实施以课程变革为核心的学校整体变革、培养文化敏感型教师以及营构文化可持续课堂。

In the United States,with the development of social and cultural diversity,schools face the challenges of educating students from different cultures.To deal with the relationship between teaching and culture is directly related to the teaching effectiveness.Culturally assimilative teaching neglects or even ignores racial,ethnic,gender,social class,language,and cultural differences of students,which leads to the marginalization of the minority students.Culturally relevant pedagogy（CRP）helps students to develop academic success,nurture cultural competence,and foster a sociopolitical or critical consciousness.However,CRP does little to explicitly support the goal of cultural sustainability.Culturally sustaining pedagogy（CSP）,then,seeks to perpetuate and foster linguistic,literate,and cultural pluralism as part of the democratic project of schooling.CSP embraces a more dynamic view of culture,which is dynamic,shifting,and ever changing.Furthermore,CSP embraces youth cultures counter hegemonic potential while at the same time maintaining a critical perspective.Finally,CSP focuses on the education sovereignty of the minority groups,calls for maintenance and revitalization of disappearing languages and culture,and promotes cultural variety and social pluralism. Drawing on the experience of CSP,the multicultural teaching in China should implement the whole school reform with the curriculum reform as its core,training the culturally sensitive teachers, and constructing culturally sustaining classroom.