Reconceptualizing Curriculum Around Cultural-Based Practices Within an English Teacher Education Program

• In Event: Engaging With Teachers in Justice-Oriented and Culturally Sustaining Pedagogies

Abstract

Through frameworks of culturally responsive and culturally sustainable pedagogies, this research examines the perceptions of eight English education instructors as they work to integrate culturally responsive practices into their teacher education curriculum. Individual interviews and focus group data were analyzed through a two-phase inductive to deductive analysis. Findings show: 1) the construct of whiteness significantly impacted the educators’ reconceptualization of curriculum, 2) the educators struggled to overcome systemic barriers as they worked to reconceptualize their curriculum, and 3) the educators’ cultural identities had a significant impact on how they engaged in the work of reconceptualizing the curriculum.

Authors

• Crystasany R. Turner, Erikson Institute

• Kelly R. Allen, Augusta University

• Kristine Marver Lize, University of Wisconsin-Milwaukee

• Donna Pasternak, University of Wisconsin - Milwaukee