Django Paris argues that culturally sustaining pedagogy is needed to replace terms like "relevant" and "responsive" in education. He highlights the limitations of these terms in addressing the needs of students from marginalized communities. Culturally sustaining pedagogy aims to maintain and promote linguistic, literate, and cultural diversity in schools. It challenges policies that seek to create a monocultural society and instead supports cultural pluralism and equality. Paris emphasizes the importance of valuing the languages and cultures of students of color and ensuring their inclusion in educational practices. He critiques deficit approaches that view minority cultures as deficiencies and advocates for resource pedagogies that recognize and build on students' cultural backgrounds. He also references the work of Gloria Ladson-Billings and others in the field, noting the shift from culturally relevant pedagogy to culturally sustaining pedagogy as a more effective approach. Paris calls for educational practices that not only teach students dominant cultural norms but also sustain and extend their cultural and linguistic identities. He argues that culturally sustaining pedagogy is essential for creating a more equitable and inclusive educational system.Django Paris argues that culturally sustaining pedagogy is needed to replace terms like "relevant" and "responsive" in education. He highlights the limitations of these terms in addressing the needs of students from marginalized communities. Culturally sustaining pedagogy aims to maintain and promote linguistic, literate, and cultural diversity in schools. It challenges policies that seek to create a monocultural society and instead supports cultural pluralism and equality. Paris emphasizes the importance of valuing the languages and cultures of students of color and ensuring their inclusion in educational practices. He critiques deficit approaches that view minority cultures as deficiencies and advocates for resource pedagogies that recognize and build on students' cultural backgrounds. He also references the work of Gloria Ladson-Billings and others in the field, noting the shift from culturally relevant pedagogy to culturally sustaining pedagogy as a more effective approach. Paris calls for educational practices that not only teach students dominant cultural norms but also sustain and extend their cultural and linguistic identities. He argues that culturally sustaining pedagogy is essential for creating a more equitable and inclusive educational system.