Promoting Culturally Sustaining Pedagogy Through a "Grow Your Own Teachers" Partnership and Field Experience Component

• In Event: 75.021 - Developing Socially Just and Culturally Relevant Pedagogies During Field Experiences

Abstract

This paper describes a partnership joining pre-service teacher education students with high school students of color interested in teaching careers for the purpose of engaging in learning about culturally sustaining pedagogy. Using qualitative analysis of classroom observations, written reflections, and student work samples, the study examines the role of the teacher educator in utilizing field experiences as a means for modeling culturally sustaining pedagogy and explores the mutual changes that resulted for the participants in this collaborative learning project.

Author

• Morgan Faison, University of Georgia