Search results for: Culturally relevant education
Page 1/4 37 items
A critical mass of literacy scholars have re-defined what it means to prepare reading teachers toward approaches that foreground culture, critical inquiry, and multilingualism. An upsurge in research on critical approaches to prepare caring and conscious reading teachers has resulted, though fewer studies have examined the ways novice teachers worked through moments of crisis that often accompany anti-racist learning experiences. This study reports findings from a qualitative investigation of seven prospective teachers’ coursework during their participation in an elementary reading methods course framed around culturally relevant literacy teaching for teacher learning. Findings begin to document specific activities PSTs engaged in to productively struggle through crisis and suggest that preservice teachers can and should wrestle with the complexities of effective literacy teaching for African American and Hispanic readers in ways that lay the foundation for culturally relevant teaching. Implications for literacy teacher education and research are included.
Updated: May. 15, 2022
Ripple Effects: How Teacher Action Research on Culturally Relevant Education Can Promote Systemic Change
Teacher action research has been shown to both promote professional growth in teachers as well as produce gains for students. However, to date, little research has examined how action research might contribute to systemic changes in schools and school districts. This qualitative study of six teachers from various districts, subject areas, and grade levels, illustrates how action research can have simultaneous impacts on teachers, their students, and their schools and districts. The teacher action research projects all focused on culturally relevant education and the pursuit of equity. Impacts included teachers’ deepened understandings of equity and inclusivity; students’ diversity awareness, positive self-identities, and access to wider opportunities; and schools’ adoption of equity-focused strategies. The findings suggest that action research on culturally relevant education serves not only as a powerful form of professional development but also as a means to potentially transform schools.
Updated: May. 14, 2022
“A Learning Process Versus a Moment”: Engaging Black Male Teacher Education Candidates in Culturally Sustaining Pedagogy at Jackson State University
This qualitative case study provides a deep dive into a teacher education program at Jackson State University, a Historically Black University (i.e. HBCU) located in Mississippi that is intentionally preparing Black men teacher candidates to successfully support the academic achievement of students in culturally diverse, low-income, and underserved schools.
Updated: Oct. 26, 2021
Despite reports of already practicing K-12 teachers’ attempts to teach for critical social justice in their classrooms, there is little connection between teacher education programs and/or the impact of teacher practice in the classroom. This article presents data collected over 3 years from one teacher enrolled in an urban-multicultural teacher education program who transitioned into her first years of teaching. Findings revealed that the teacher implemented culturally relevant education through (a) a caring community, (b) holding high expectations, (c) cultural competence, and (d) sociopolitical awareness as a teacher. Barriers the teacher faced as well as lessons for teacher educators are shared.
Updated: Aug. 30, 2020
This article shares research conducted in a teacher education course on culturally relevant pedagogy where students engaged in Theater of the Oppressed (TO) activities to explore the multiplicity of their and their future students’ identities.
Updated: Jun. 11, 2017
Engaging in Critical Social Dialogue with Socially Diverse Undergraduate Teacher Candidates at a California State University
This article focuses on the process of critical social dialogue (CSD) in a mixed race and ethnicity sample of undergraduate teacher candidates at a California state university. The author argues that critical social dialogue (CSD) in the undergraduate experience develops a knowledge and disposition on which multicultural and socially just pedagogy can be built. CSD, particularly in a socially diverse setting, is a powerful and potent technique to nurture positive learning and growth that develops undergraduate teacher candidates’ schema. However, implementing CSD has its challenges. First, for teacher educators, particularly challenging is the capacity to create classrooms as “third spaces'. A second challenge is creating that safe space that allows dominant and dominated students to equally share their perspectives and experiences.
Updated: Jun. 04, 2017
Pre-service Physical Education Teachers’ Indigenous Knowledge, Cultural Competency and Pedagogy: A Service Learning Intervention
In this article, the authors investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency. Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies.
Updated: Jan. 17, 2017
“Why Do You Make Me Hate Myself?”: Re-Teaching Whiteness, Abuse, and Love in Urban Teacher Education
This article employs critical race theory and critical Whiteness studies to deconstruct Whiteness, abuse, and love in teacher education. Using an interdisciplinary and emotion-based approach to understanding Whiteness, this article examines how denying race during white childhood via a color-blind ideology leaves lasting emotional scars, impressions that perpetuate the institutional silencing of race in teacher education. This “abuse” is projected onto urban students of color and, more broadly, people of color.
Updated: Jan. 11, 2017
In this article, the author describes how culturally relevant children’s literature allowed teachers and teacher candidates to explore the lived realities of diverse students. She found that texts written by culturally and linguistically diverse authors gave participants new ways to articulate ideas and beliefs about English learners.
Updated: Dec. 05, 2016
Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation
In this article, the authors investigate if preservice teachers that experienced the CFSEP model in their science methods course and teaching practicum demonstrate stronger beliefs and practices in culturally responsive science pedagogy than a comparison group of preservice teachers. The participants were teacher candidates in the intervention group, who received a science methods course and teaching practicum experience that provided guidance in teaching science in culturally and linguistically responsive ways. The authors compare changes between a control group of preservice teachers and those involved in the intervention. The findings reveal that the intervention group increased more than the control group in their beliefs about the efficacy of this practice, which includes teacher’s use of purposeful grouping and sharing authority with students during science investigations.
Updated: Nov. 30, 2016