Community Mapping as Culturally Relevant Pedagogy for Preservice Teachers

• In Event: Critical Place-Based Pedagogies in Teacher Education

Abstract

Despite over two decades of research supporting the use of culturally relevant pedagogy (CRP) to increase academic outcomes for culturally and linguistically diverse students, teacher education programs continue to struggle to develop this pedagogical stance with preservice teachers. This paper explores the process and outcomes of a class community mapping project as a pedagogical method for developing CRP. Our goal was to use the information gathered from research on an urban community in the Southeast to contribute to preservice teachers’ understandings of the social, economic, and educational conditions that affect students and families living in that community. Findings suggest that purposeful experiences in teacher preparation can influence preservice teachers’ to be effective teachers of culturally and linguistically diverse students.

Authors

• Tambra O. Jackson, University of South Carolina

• Brandy Wilson, Appalachian State University