Transforming Thinking: Moving Preservice Teachers From Deficit Thinking Toward an Asset Approach Through Service Learning

• In Event: Culturally Relevant Pedagogy and Diverse Teachers

Abstract

Combining service objectives with learning outcomes has the potential to benefit the public good while supporting transformative learning for teacher candidates. This paper discusses how restructuring an undergraduate foundations course on teaching diverse learners around a service learning project facilitated preservice teachers’ abilities to work with students who are different from them. The narrative document analysis of reflection assignments examines how preservice teachers developed a deep-seated conceptual understanding of privilege, with a focus on white privilege. Furthermore, the analysis considers whether the service learning assignment facilitated teacher candidates’ ability to apply this theoretical construct to practice. The practical implementation is measured through evidence of teacher candidates recognizing and building on students’ assets rather than implementing cultural deficit thinking.

Author

• Kimberly R. White, Carroll University