Source: Teaching Education, Volume 23, Issue 2, 2012, pages 215-234
In this paper, five professors examine the intersection of social foundations and borderland theory and their efforts to move students through resistance to understanding and affirmation of sociocultural diversity.
This article is presented in two parts:
the first providing examples of using a borderland approach within the classroom and
the second providing illustrations moving these borderland strategies beyond the classroom.
In each case, authors show the interwoven nature of pedagogy, identity, knowledge, and experience as they work to connect theory and practice.
All of the institutions represented have majority white populations, and many do not reflect the diversity of the communities in which they are situated.
These pedagogical reflections provide examples of practices that can serve to meet the growing demands from schools and communities for culturally competent, socially aware teacher–leaders, and reaffirm the critical importance of social foundations in teacher education.