“I Appreciated Their Ideas”: Peer Partnerships’ Adoption and Enactment of CSP (Culturally Sustaining Pedagogies) in Field-Based Coursework

• In Event: Centering Community in Teacher Practice

Abstract

This qualitative study explores six preservice teachers (PTs) who engaged in peer partnerships as they learned about and practiced culturally sustaining writing pedagogies with elementary students during a field-based literacy practicum course. The study and course were informed by both sociocultural and critical perspectives in teaching and learning. We utilized content analysis to understand how PTs understood and enacted culturally sustaining pedagogies (CSP) in peer partnerships. Findings suggest that PTs understood and valued the tenets of CSP and attempted implementation during their practicum experiences, some successfully and others not as much, indicating that deep understanding and application is a process.

Authors

• Jessica Murdter-Atkinson, University of North Texas

• Elizabeth Ries, University of Texas at Austin