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Abstract

Culturally Sustaining Literacy Pedagogies (CSLP) have gained attention for affirming students’ identities and linguistic resources in elementary classrooms. While research has examined CSLP's role in promoting cultural competence and academic success, less is known about how it supports critical consciousness—an essential tool for helping students recognize and challenge social inequities. Given literacy's foundational role in shaping young learners’ perspectives, it is vital to explore how critical consciousness is integrated into CSLP at the elementary level. To address this gap, we conducted a systematic review of 32 studies published between 1995 and 2023. Eighteen engaged with critical consciousness, highlighting three dimensions: critical self-reflection, questioning dominant norms, and taking critical action. These studies demonstrate how classrooms can both affirm identities and develop students’ ability to analyze and resist systemic inequities. As education becomes increasingly politicized, CSLP must evolve to help young learners navigate, question, and transform the world around them.

Keywords

culturally sustaining literacy pedagogies critical consciousness elementary literacy

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Examining Critical Consciousness Within Culturally Sustaining Literacy Pedagogies: A Systematic Review of the Literature

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Keywords

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