Preservice Teachers Use a Sociocultural Approach to Help High School Students to Find Their Voice

• In Event: 66.057 - Roundtable Session 27
  In Roundtable Session: 66.057-17 - Preparing Preservice Teachers for Working With Diverse Parents and Students

Abstract

This work examines a group of preservice teachers in an afterschool enrichment program. Preservice teachers and high school Latina students worked through a social justice framework to deconstruct the topics that challenge the lives of poor urban youth, the outcome became empowering for both. The individual attention that the students received from their preservice teachers in the afterschool enrichment program gave Latina English language learners at an urban charter high school the extra support and self-confidence that enabled them to develop their own voice and identity. A case study methodology examines how a group of preservice teachers learn to hear their students and then teach through a culturally relevant social justice framework in an afterschool enrichment program in Southern California.

Author

• Reyna G. Garcia-Ramos, Pepperdine University