Chapter 8: Creating a Space for Culturally Sustaining Pedagogy

How does culturally sustaining pedagogy look in a personalized learning environment? We asked this question when examining the iLab academic program at Winooski Middle and High School in Vermont. While many may not think of Vermont as a mecca of diversity, Winooski is a pocket of diversity within the state. With more than 25 languages spoken and a large student population of new Americans, Winooski Middle and High School has an opportunity to address Vermont’s recent educational policy reform of proficiency-based education and flexible pathways in a manner that honors diversity. In this chapter, we report on our investigation into the engagement and learning of students who are part of a project-based learning program centered on a personal learning framework and student voice. The findings suggest that focusing on the personal learning framework of identity, growth and reflection, and transformation in a project-based learning environment can create a space for new American students to explore and strengthen their cultural identity while at the same time developing an understanding of how to interact in a new community.