Fostering Cultural Humility Among Preservice Teachers: Connecting With Children and Youth of Immigrant Families Through Service-Learning

• In Event: Global Partnerships: Perspectives on Developing Engaged Service-Learning Experiences

Abstract

This paper highlights findings from a two-year collaborative study of service-learning within a social-justice-themed course as part of a teacher education program. This community-led program provided community placements for pre-service teachers to connect meaningfully with culturally diverse children and youth. Rather than deficit-model thinking, the project moved beyond “cultural competence” to foster a sense of “cultural humility.” Research data include qualitative interviews with 21 pre-service teachers, field notes, and field observations with community partners. Findings reveal pre-service teachers reporting increased confidence as teachers, feeling better resourced with services and programs, increased awareness of the value of community initiatives, greater empathy and understanding of the challenges facing immigrant children and youth, and greater attention to critical considerations of identity and privilege.

Authors

• Darren E. Lund, University of Calgary

• Lianne Lee, University of Calgary