Cultivating Culturally Relevant and Sustaining Pedagogy Through Field Experiences: Discourses of Elementary Candidates of Color

• In Event: Toward Culturally Sustaining and Social Justice–Oriented Teaching and Learning

Abstract

This study uses Bakhtin’s theory of dialogism to examine how two preservice teachers of Color conceptualized and implemented culturally relevant and sustaining pedagogy (CR/SP) during their practicum. The participants’ development and practice of CR/SP were contingent on their lived experiences, appropriation of CR/SP, dialogic negotiations with multiple stakeholders, and critical engagement with circulating authoritative discourses during their fieldwork. By considering how preservice teachers of Color dialogically engage with CR/SP in the field, teacher educators can design field experiences that better prepare culturally responsive preservice teachers of Color.

Author

• Jihea Maddamsetti, Old Dominion University