Culturally Sustaining Literacy Pedagogies within an Anti-CRT Climate: A Mediated Discourse Analysis
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Abstract
This paper uses a mediated discourse analysis when viewing the action of a student after their involvement in a culturally sustaining pedagogical approach to literacy instruction. The instruction took place in a time where the political push was an anti-Critical Race Theory (CRT) narrative that claimed these lessons were aimed for “indoctrination”. However, this student wrote a letter to the District Board of Education in response to the anti-CRT rhetoric, asking the Board of Education to continue to allow lessons involving culture to be allowed at their school. This mediated action is analyzed for the discourses, historical bodies, and interactions that helped to shape the action. The findings emphasize the need for educational practices to integrate culturally sustaining pedagogies (Alim & Paris, 2017) and address power dynamics to create more equitable and inclusive learning environments. Recognizing and addressing the influence of historical bodies and discourses (Gee, 1990) can help educators and policymakers develop strategies that better support diverse student populations and challenge systemic inequalities. Future research should investigate how historical bodies, discourses, and power dynamics within interactions shape educational experiences across different cultural and socioeconomic contexts. Additionally, studies should explore effective strategies for integrating mediated discourse analysis findings into teacher training and policy development to enhance educational equity and inclusivity.
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