Mapping Culturally Relevant Pedagogy Into Teacher Education Programs: A Critical Framework

• In Event: 58.048 - Reimagining Teacher Education Programs for Equity and Social Justice

Abstract

Demographic data indicates that 49% of students in schools are students of color, however approximately 82% of teacher candidates are White. Recent research asserts that teacher candidates often lack transformative pedagogies that may benefit the educational outcomes of students who have been disenfranchised across racial, economic, and linguistic lines. To this end, this paper examines the ways in which culturally relevant pedagogy (CRP) can be integrated into the design and structure of teacher education programs. A critical framework for mapping CRP into teacher education programs is presented to promote cultural competence, critical consciousness, and academic achievement through critical reflection, social justice action, and critical questioning in teacher education policies and programs, curriculum and instruction, and teacher educator and candidate training.

Authors

• Ayana Allen-Handy, Drexel University

• Stephen D. Hancock, University of North Carolina - Charlotte

• Tehia Starker Glass, University of North Carolina - Charlotte

• Chance W. Lewis, University of North Carolina - Charlotte