Responding to What We Notice: International Student Teaching as a Pathway to Cultural Responsiveness. (November 2019)

• Record Type: Journal Article
• Authors: Cunningham, Heather B.
• Is Part Of: Urban education. Volume 54:Number 9(2019)
• Page Start: 1262
• Page End: 1289
• Publication Date: 2019-11
• Subjects: study abroad -- preservice teachers -- urban education -- cultural responsiveness; Education, Urban -- Periodicals; Enseignement en milieu urbain -- Périodiques; Éducation; Milieu urbain; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 370.91732
• DOI: 10.1177/0042085919860569
• Languages: English
• ISSNs: 0042-0859

Abstract

This qualitative study explores short-term international student teaching (IST) as an avenue to develop two capacities related to cultural responsiveness among a group of U.S. preservice teachers (PSTs) in Mexico. Cultural noticing involves perceiving details about cultural context. Cultural responding involves using what is noticed to adapt teaching practice. Findings suggest three ideas. First, IST programs may promote development of cultural noticing capacity. Second, teacher education programs must promote development of cultural noticing capacity, as without it, further efforts to develop culturally responsive teaching practice may be futile. Third, Whiteness may obstruct PST engagement in culturally responsive teaching practice.