Preparing Preservice Teachers for Culturally Responsive Social Studies Pedagogy: A Reflection on an Intervention Course

• In Event: Discussions of Equity: Critical Race Theory, Culturally Responsive Schooling, and Identity Issues in Social Studies Education

Abstract

This study examines the effectiveness of an intervention course for preparing preservice teachers for culturally responsive social studies pedagogy. The intervention course engaged preservice teachers in researching the local community’s funds of knowledge that connected to larger events in history. Data analysis revealed the intervention course significantly increased preservice teachers’ multicultural/historical literacy, resourcefulness, and confidence for enacting culturally responsive social studies. The paper discusses the findings, implications, and specifics of the intervention course.

Author

• Omiunota N. Ukpokodu, University of Missouri - Kansas City