“Still It Was. . . . Wholly Inappropriate”: Black Preservice Teachers Utilizing CCW (Community Cultural Wealth) at Sites of Racial Violence

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Examining Justice-Driven Pedagogies Within Disciplinary Contexts (Table 23)

Abstract

Bourdieu (1977) argued that middle-class knowledge, or capital, is vital for upward mobility in a hierarchical society. The result of Bourdieu’s thinking has led to the institutionalization of a deficit view of Black students in general and in their ability to be successful in school settings. Our study seeks to advance the idea that Students of Color bring to these spaces their ability to “maneuver through institutions not created with Communities of Color in mind” (Yosso, 2005, p. 80). Utilizing Yosso’s (2005) Community Cultural Wealth (CCW) model, we utilize an asset-based framework to answer the question: How do Black pre-service teachers utilize their community's cultural wealth when faced with historical injustice on their college campus?

Authors

• Brandon J. Beck, Univeristy of Maryland Baltimore County

• Meghan Moore-Hubbard, Kennesaw State University