Should I Let My Toes Cross?

The Journey to Wholeness Through Culturally Sustaining Pedagogy

Abstract

This narrative explores the complexities of cultural identity, authenticity, and inclusion within the context of higher education. Reflecting on the potential harm of cultural erasure in the classroom, this writing examines the challenges and aspirations of fostering a genuinely inclusive and culturally sustaining learning environment. Drawing on culturally sustaining pedagogy and framed through the lens of currere, this writing digs into the personal, progressive, and synthetic processes that must be balanced in the quest to navigate personal growth with professional responsibility. By highlighting the interconnectedness of students’ and educators’ journeys toward authenticity and wholeness, this work illustrates the transformative potential of education as a means of personal and collective growth. Ultimately, it acknowledges the difficulty of achieving these ideals while striving to create spaces that celebrate diversity, encourage critical reflection, and empower students to embrace their cultural identities.