Engaging Black Identities, Cultures, and Educational Practices for Preservice Teachers Through a Ghana Study Abroad in Education Program

• In Event: 29.051 - Intersections of African American and Black Identity and History in Teacher Preparation

Abstract

This paper arises from an IRB approved study that examines the influences of a Ghana study abroad in education program on preservice students’ perspectives and knowledge of Black identity, culture, and the development of their own educational practices as teachers. These data were gathered from students who participated in the program in 2013 and are part of a five year study. For the proposed paper, we highlight three case studies from preservice teachers who participated in the program as exemplars of the impact engagements with Black heritage, histories, and cultural knowledge had on the identities of preservice teachers’ understanding and the development of their own identities and educational practices.

Authors

• Cynthia B. Dillard, University of Georgia

• Kristen Duncan, University of Georgia - Athens

• Latoya Johnson, University of North Georgia