Moving Toward Culturally Sustaining Teaching: Preparing Teachers to Reach All Learners

• In Event: 64.027 - Resisting Curricula of Oppression

Abstract

This paper describes a case study investigating a four-week summer field experience in a literacy center. The field experience allowed teacher candidates to work with children performing below grade level in reading from culturally and economically marginalized communities. The findings indicate that while candidates have not achieved capital T-transformation (Guillory, 2012), they have begun the process of becoming culturally relevant (Ladson-Billings, 1995a; Paris, 2012).

Author

• Megan Adams, Kennesaw State University