Preparing Teachers for Culturally Responsive Teaching: A Critical Review of Research

• In Event: 33.039 - Preparing Future Teachers for the Complexities of Responsible Teaching and Activism

Abstract

This paper reviews 55 studies about teacher preparation for culturally responsive teaching (CRT) through the lenses of research as social practice and critical race theory. Using a social practice lens, the analysis identifies three ways in which researchers construct and frame their research problems: teacher education and inequality, teacher education and professionalization, and teacher education and social justice. A critical race theory lens reveals that most of the studies focus on individuals rather than systems and the lack attention to racialized and cultural ways of knowing and learning for both researchers and participants, which perpetuates White normativity and ignores counter narratives that have the potential to enrich our understandings of the issues involved in preparing teachers to engage in CRT.

Author

• Wen-Chia Claire Chang, Boston College