Becoming Social Justice, Culturally Sustaining Educators: Lessons From Preservice Teachers in Learning, Development, and Culture

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Unafraid to Insert Cultural Relevance in Pedagogy (Table 38)

Abstract

The purpose of this study was to understand how pre-service teachers in an introductory course in learning, development and culture that was revised to include content in culturally sustaining pedagogies, social justice, anti-racist, and equity supported deeper awareness of the role of culture and identity in the learning and development process. Seventeen pre-service teachers participated in critical reflective practices and discussions and completed assignments focused on learning and development theories through an equity and social justice lens. They learned principles of culturally sustaining and asset-based pedagogies and shared ways to implement those in their instructional practices. The demonstrated that navigating these topics supported the development of participants’ identities as social justice educators, reflective practitioners, and bridged theory to practice.

Author

• Ani C. Moughamian-Rosenberg, Saint Mary's College of California