This article explores what culturally sustaining education means for Latinx students. Drawing on the concept of Latinidades, the authors suggest that culturally sustaining education for Latinx students necessitates problematizing the boundaries of this term altogether and making visible the tensions and multiple axes of oppression around what it means to be Latinx. They take inspiration from Latinx students—including one of the authors of this article—who are challenging bounded notions of culture (such as “affinity groups”) and instead foregrounding questions about equitable practices in the day-to-day context of schools.
Pamela D’Andrea Martínez, University of Nueva York
Researcher at NYU Metro Center (Metropolitan Center for Research on Equity and the Transformation of Schools), New York, United States; PhD candidate in Urban Education, New York University, United States.
Ashantie Díaz Johnson, St. Francis College
Undergraduate student at St. Francis College, New York, United States.
Lilly Padía, City College of New York
Professor at City College of New York, New York, United States; Research Assistant in Teaching and Learning, New York University, United States.
María Paula Ghiso, Columbia University
Associate Professor at Teachers College, Columbia University, New York, United States.
D’Andrea Martínez, P. ., Díaz Johnson, A. ., Padía, L., & Paula Ghiso, M. . (2023). "I am more than just a box": Latinidades for a Pluralistic Vision of Culturally Sustaining Education. Revista Saberes Educativos, (10), 154–169. https://doi.org/10.5354/2452-5014.2023.69517
