Good Hearts, Growing Minds: Novice Teachers' Understanding of Culturally Sustaining Pedagogy in GYO Programs

• In Event: Reimagining Assessment and Pedagogy: Equity, Justice, and Innovation in Teacher Preparation

Abstract

This qualitative study examines how "Grow Your Own" (GYO) teacher candidates characterize asset-based pedagogies, such as culturally sustaining pedagogy. Through semi-structured interviews with 13 candidates across four consortiums, we analyzed candidates' understanding and enactment of culturally sustaining pedagogy. Findings reveal candidates possess theoretical knowledge of asset-based pedagogies, identifying key attributes including reciprocal learning relationships, student engagement prioritization, and differentiated instruction. However, candidates demonstrated significant limitations in implementation, including food-centered activities and narrow conceptualizations of diversity. Despite good intentions, candidates struggled to authentically sustain students' cultural and linguistic practices meaningfully. Findings suggest GYO programs need enhanced support bridging cultural knowledge with academic content, staying current with evolving cultural expressions, and partnering with teacher preparation programs to model culturally sustaining practices consistently.

Authors

• Christine Quince, Santa Clara University

• Travis J. Bristol, University of California - Berkeley