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Abstract In the United States， with the development of social and cultural diversity， schools face the challenges of educating students from different cultures. To deal with the relationship between teaching and culture is directly related to the teaching effectiveness. Culturally assimilative teaching neglects or even ignores racial， ethnic， gender， social class， language， and cultural differences of students， which leads to the marginalization of the minority students. Culturally relevant pedagogy (CRP) helps students to develop academic success， nurture cultural competence， and foster a sociopolitical or critical consciousness. However， CRP does little to explicitly support the goal of cultural sustainability. Culturally sustaining pedagogy (CSP)， then， seeks to perpetuate and foster linguistic， literate， and cultural pluralism as part of the democratic project of schooling. CSP embraces a more dynamic view of culture， which is dynamic， shifting， and ever changing. Furthermore， CSP embraces youth culture’s counter hegemonic potential while at the same time maintaining a critical perspective. Finally， CSP focuses on the education sovereignty of the minority groups， calls for maintenance and revitalization of disappearing languages and culture， and promotes cultural variety and social pluralism. Drawing on the experience of CSP， the multicultural teaching in China should implement the whole school reform with the curriculum reform as its core， training the culturally sensitive teachers， and constructing culturally sustaining classroom.
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Received: 25 September 2017
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2017, Vol. 56 
