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National accreditation standards require all educator preparation programs to consider carefully the degree to which their curricular and field experiences cultivate the knowledge, skills, and dispositions necessary to educate all learners. Therefore, teacher educators must think critically about the course products and pedagogical processes used to prepare culturally responsive educators. This pilot study investigates a two-part facilitated reflection assignment designed to explore graduate teacher candidates' perspectives related to working with culturally and linguistically diverse students, families, and communities. Using a facilitated writing prompt, the authors gathered data about the ways in which candidates report course texts confirming, clarifying, or complicating the beliefs they brought into the course. Thematic analysis of participants' reflection papers suggest that texts about (a) power, privilege, and difference; (b) culturally responsive pedagogy; and (c) cultural identity development were particularly influential., Introduction The literature on educator preparation programs (EPPs) is replete with scholarship describing multilayered concerns about the cultural discontinuities between teacher candidates and the increasingly diverse student population awaiting them [...]

Research has documented that effective Black educators ignite the torch and light the path toward effectively meeting the needs of all students, particularly African American. However, descriptions of 'highly qualified' teachers often ignore the critical insights and practices that undergird the success of Black teachers, and one consequence of this pedagogical negligence has been the professional alienation of effective Black female educators. This article shares findings from a study with five community-nominated Black female teachers, and uses the theories of intersectionality and positionality, along with discourse analysis, to investigate the groups' perceptions of their professional positionality. Findings reveal a distinctive narrative in which participants expressed being positioned in ways that reflect negative stereotypical images of Black women despite their effectiveness in promoting student success. Implications and recommendations for teacher effectiveness research, teacher preparation, and teacher quality policy are included.Keywords recruitment and retention, multicultural teacher education, race, class, gender, sexual orientation, While most states have created their own measures of exemplary teaching, many are rooted in philosophies that privilege progressive teaching pedagogies, but ignore African American Pedagogical Excellence (AAPE), which counts [...]

Teacher education is replete with an overwhelming presence of Whiteness, a presence that if not explicitly interrogated indefinitely recycles hegemonic Whiteness. Needed are pedagogical strategies that expose the hegemonic invisibility of Whiteness. This critical reflection examines the utilization of digital storytelling by teacher educators of color to pedagogically deconstruct Whiteness in a predominately White, urban-focused teacher education course--a necessary deconstruction if these teacher candidates are to effectively teach urban students of color. Particularly, this article deconstructs four academic years of digital stories produced in a mandatory diversity course in an urban teacher education program and illustrates how digital storytelling itself promotes a critical self-revelation that confront Whiteness in White teacher candidates. The preliminary analyses suggest that digital storytelling is a racially just way of having White teacher candidates self- reflect on their own Whiteness in a multitude of ways, by (a) ending emotional distancing, (b) debunking colorblindness, (c) engaging emotions, and (d) sharing the burden of race. Keywords teacher education preparation, race, class, gender, sexual orientation, teacher learning, teacher beliefs, urban teacher education, Whiteness and Teacher Education: Setting the Stage Over 10 years ago, Sleeter (2001) argued the existence of an overwhelming presence of Whiteness in teacher education. Such a claim hastened the [...]

As the cultural gap between students and teachers continues to present numerous problems for students of color to succeed at school, recruitment and retention of minority students have been a [...]

This article documents a community-initiated service-learning project within a teacher education program. A social justice model guided the initiative to raise critical awareness on power and privilege while countering deficit-model thinking. Partnering with community agencies serving immigrant children and youth, the faculty researcher worked with an office for community-engaged learning. Data included pre- and post-experience interviews with pre-service candidates. Findings showed benefits from this justice-based approach in improving self-awareness, appreciating the strengths of immigrant children and youth, and an increased sense of cultural humility in pre-service teachers. Keywords: service-learning, pre-service teachers, cultural humility, professional education, immigrant children, social justice Cet article renseigne sur un projet service-apprentissage initiee par des organismes communautaires travaillant avec des immigrants. Un modele de justice sociale a guide le projet afin de sensibiliser les futurs enseignants au pouvoir et privilege de certaines spheres de la societe a l'encontre d'un modele deficitaire. Le chercheur en collaboration avec le bureau d'apprentissage-communaute de l'Universite a travaille en partenariat avec des organismes communautaires au service des enfants et des jeunes immigrants. Les donnees comprenaient des entrevues pre-et post-experience et des enquetes aupres des candidats pre-service. Les resultats ont montre les avantages du modele dans l'amelioration de la conscience de soi, l'appreciation des forces des enfants et des jeunes immigrants, et un sens accru de l'humilite culturelle chez les futurs enseignants. Mots-cles : apprentissage par le service communautaire, futurs enseignants, humilite culturelle, formation professionnelle, enfants issus de l'immigration, justice sociale, Introduction Growing cultural diversity has transformed the population of school-aged children and youth in many Western nations, including Canada. Our study addresses an approach to teacher education that speaks to [...]

Perhaps travel cannot prevent bigotry, but by demonstrating that all peoples cry, laugh, eat, worry, and die, it can introduce the idea that if we try to understand each other, [...]

Introduction ... the value of education is different in a Black family than in a White family. And I think you gotta be aware of that ... The above quote [...]