Current Issues in Middle Level Education - Vol. 27 Issue 2 - Culturally Sustaining Practices in Middle Schools

Oct 15, 2026

The social unrest during the summer of 2020 in the United States created an urgent need to examine K-12 curriculum and develop culturally sustaining practices. Teacher preparation programs must intentionally prepare preservice teachers to understand and embrace culturally sustaining pedagogical practices. The paper presents four pillars that frame classroom practice, supporting middle level preservice teachers’ development of culturally sustaining practices.

LanguageEnglish

CategoryExam

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

Introduction

Culturally sustaining pedagogy and teacher attributes

Need for radical change and current contexts

Purpose of the paper

Current Issues in Middle Level Education | Volume 27 Issue 2 Article 2 | | --- | | September 2023
Culturally Sustaining Practices in Middle Schools
Chandra Diaz
University of Nebraska at Kearney, [diazcc@unk.edu](diazcc@unk.edu)
Rebecca M. Nelson
University of Nebraska at Kearney, [nelsonrm@unk.edu](nelsonrm@unk.edu)
Laurie A. Ramirez
Appalachian State University, [ramirezla@appstate.edu](ramirezla@appstate.edu)
[Nancy B. Ruppert](Nancy B. Ruppert)
UNC-Asheville, [nruppert93@gmail.com](nruppert93@gmail.com)
Follow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)[ ](https://digitalcommons.georgiasouthern.edu/cimle) Part of the Curriculum and Instruction Commons, and the Junior High, Intermediate, Middle School Education and Teaching Commons | Recommended Citation Diaz, Chandra; Nelson, Rebecca M.; Ramirez, Laurie A.; and Ruppert, Nancy B. (2023)"Culturally Sustaining Practices in Middle Schools," Current Issues in Middle Level Education: Vol. 27: Iss. 2, Article 2. DOI: 10. 20429/cimle.2023.270202 Available at: [https://digitalcommons.georgiasouthern.edu/cimle/vol27/iss2/2](https://digitalcommons.georgiasouthern.edu/cimle/vol27/iss2/2) This best practices is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized administrator of Digital Commons@Georgia Southern. For more information, please [contact](contact digitalcommons@georgiasouthern.edu)[ digitalcommons@georgiasouthern.edu](contact digitalcommons@georgiasouthern.edu). Culturally Sustaining Practices in Middle Schools Cover Page Footnote NA This best practices is available in Current Issues in Middle Level Education: [https://digitalcommons.georgiasouthern.edu/cimle/vol27/iss2/2](https://digitalcommons.georgiasouthern.edu/cimle/vol27/iss2/2) Culturally Sustaining Practices in Middle Schools Chandra C. Diaz University of Nebraska at Kearney Rebecca M. Nelson University of Nebraska at Kearney Laurie A. Ramirez Appalachian State University Nancy B. Ruppert University of North Carolina, Asheville Abstract The social unrest during the summer of 2020 in the United States produced an unprecedented need for the examination ofK-12 curriculum and the development of culturally sustaining practices. Teacher preparation programs must now be intentional in developing preservice teachers who understand and embrace culturally sustaining pedagogical practices. This paper offers four pillars to frame classroom practices to be integrated holistically and support middle level preservice teachers’ development of their culturally sustaining practices. Pillar one focuses on understanding Self. The ability to honestly self-reflect and to understand personal practice deeply and continually is critical. Pillar two is De-centering Whiteness/Self. This is the act of interrogating curriculum and classroom experiences to uncover places where teachers can widen their frames and incorporate perspectives from historically marginalized populations. Pillar three is Outreach. Personalized learning and examining asset-based perspectives allow preservice teachers opportunities to develop their own outreach practices. Pillar four is Communication. The ability to express ourselves in a variety of ways and view our individual cultures and experiences as assets are important in communicating what is important to us and the needs that must be met. These four pillars give agency and a strong framework for developing culturally sustaining teachers at a time that is urgent. Key Words: culturally sustaining, self, de-centering, outreach, communication Introduction Advocating for young adolescents is at the cornerstone of middle level education. Our focus as middle level teacher educators is to create opportuniti

FAQs

What problem motivates the paper’s focus on culturally sustaining practices?

Social unrest during the summer of 2020 created an unprecedented need to examine K-12 curriculum and develop culturally sustaining practices.

What is the first pillar in the framework for classroom practices?

The first pillar focuses on understanding Self, emphasizing honest self-reflection and deep, continual understanding of personal practice.

What do the four pillars collectively support?

Together, the four pillars provide agency and a strong framework for developing culturally sustaining teachers during an urgent moment.

Oct 15, 2026

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