Cultivating Culturally Relevant and Sustaining Pedagogy through Field Experiences: Discourses of Elementary Preservice Teachers of Color. Issue 4 (1st October 2020)

• Record Type: Journal Article
• Authors: Maddamsetti, Jihea
• Is Part Of: New educator. Volume 16:Issue 4(2020)
• Page Start: 352
• Page End: 375
• Publication Date: 2020-10-01
• Subjects: Teachers -- Training of -- Periodicals; Teachers -- Recruiting -- Periodicals; Education -- Study and teaching -- Periodicals; 370.71073
• DOI: 10.1080/1547688X.2020.1810374
• Languages: English
• ISSNs: 1547-688X

Abstract

ABSTRACT: This study uses Bakhtin's theory of dialogism to examine how two preservice teachers of Color conceptualized and implemented culturally relevant and sustaining pedagogy (CR/SP) during their practicum. The participants' development and practice of CR/SP were contingent on their lived experiences, appropriation of CR/SP, dialogic negotiations with multiple stakeholders, and critical engagement with circulating authoritative discourses during their fieldwork. By considering how preservice teachers of Color dialogically engage with CR/SP in the field, teacher educators can design field experiences that better prepare culturally responsive preservice teachers of Color.