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Reimagining Art Education: Moving Toward Culturally Sustaining Pedagogies in the Arts With Funds of Knowledge and Lived Experiences

Culturally sustaining pedagogies (Paris & Alim, 2017) utilize the diverse literacies of students and borrow from culturally relevant (Ladson-Billings, 1995, 2014) and other asset-based pedagogies (Gutierrez, 2008; Moll et al., 1992). According to Paris and Alim (2017), culturally sustaining pedagogy “sees the outcomes of learning as additive rather than subtractive, as remaining whole rather than framed as broken, as critically enriching strengths rather than replacing deficits” (p. 1). Here, an expansive vision of schooling is offered in which we “reimagine schools as sites where diverse heterogeneous practices are not only valued but sustained” (p. 3). This article focuses on culturally sustaining practices in the arts that attend to diverse ways of knowing and sustain them in emergent and transformative ways.