Examining Graduate Students' Transformative Learning in a Community-Based TESOL Experience

• In Event: Division K Section 5 Poster Session

Abstract

Grounded in in culturally responsive pedagogy (Gay, 2010) and culturally sustaining practices (Paris, 2017), this presentation will report the findings of a qualitative, multiple case study (Creswell, 2012) in which graduate students at a U.S. university reflect on their perceptions of working with migrant education students. Findings reveal that many students progressed from a technical level to a transformative level of reflection in which they challenged their personal assumptions and became involved in pedagogical, cultural, and ethical concerns to support the well-being of their students. Results also support Nieto’s (2018) principles of educational reform: responding to inequities and embracing asset-based practices via critical pedagogy.

Authors

• Katya Koubek, James Madison University

• Stephanie A. Wasta, James Madison University