Search results for: White William

In this paper, the author examines taken-for-granted teacher education practices. Furthermore, the author also challenges the deficit model of instruction, which views future teachers as nonparticipants in the creation of the language of their own education. In the examination of these ideas, the author suggests that critical self-narratives are an essential part of professional growth and humanistic pedagogy. At the end, the author describes six personal pedagogical principles that function as the fertile ground in which coconstructed education can flourish.