Culturally Relevant Pedagogy in Multicultural Teacher Education: A Paradoxical Objective
Document Type
Presentation
Presentation Date
4-2015
Abstract or Description
Presentation given at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Although national accrediting agencies have charged teacher education programs (TEPs) to prepare all teacher candidates to meet the needs of all students, much of the research on multicultural teacher education focuses on White pre-service teachers and their assumed cultural incompetency. This study seeks to explore how one TEP worked to develop culturally relevant teacher candidates of color (TCCs). It explicates how TCCs enacted resistance to specific pedagogy, curriculums and content, but also the ways they negotiated engagement in multicultural education courses. Broadly, this project responds to gaps in education research regarding the academic and sociocultural experiences of TCCs and the salience of culturally relevant pedagogy in higher education.
Sponsorship/Conference/Institution
Annual Meeting of the American Educational Research Association
Location
Chicago, IL
Source
https://convention2.allacademic.com/one/aera/aera15/index.php?cmd=Online+Program+View+Paper&selected_paper_id=945603&PHPSESSID=csmmnh65qephgcvko1q4jql66t
Recommended Citation
Smith Kondo, Chelda.
2015.
"Culturally Relevant Pedagogy in Multicultural Teacher Education: A Paradoxical Objective."
Department of Elementary and Special Education Faculty Presentations.
Presentation 91.
source: https://convention2.allacademic.com/one/aera/aera15/index.php?cmd=Online+Program+View+Paper&selected_paper_id=945603&PHPSESSID=csmmnh65qephgcvko1q4jql66t
https://digitalcommons.georgiasouthern.edu/teach-elementary-facpres/91
