Funds of Identity: Actualizing Lived Experience in Learning to Teach for Justice and Cultural Sustainability

• In Event: Roundtable Session 6
  In Roundtable Session: Race, Culture, and Preservice Teacher Identities

Abstract

This qualitative study features an alternative route to certification program designed to support bilingual paraeducators to become teachers. It explored how candidates’ lived experiences supported their learning and development as teachers committed to social justice and culturally sustaining pedagogy. Funds of knowledge and identity served as conceptual lenses to surface candidate strengths and actualize educator cultural community wealth. Results showed: 1) commitment to social justice and cultural and linguistic sustainability, 2) high expectations and support for English Learners, 3) ability make connections to students’ knowledge and experiences, 3) tolerance for ambiguity and resiliency in the face of challenge; 4) sense of purpose and agency; 5) a passion for learning; and 6) resistance to socializing aspects of school cultures.

Authors

• Maria Timmons Flores, Western Washington University

• Kristen Blythe French, Western Washington University

• Barbara Waxman