Switching colours: Becoming a culturally responsive teacher educator

B. Campbell

Abstract


This narrative inquiry self-study project explores ways to bridge the socio-cultural and cognitive gap between myself, my pre-service teacher education students and the characters and events in a Victorian novel. In the study I investigate the students’ cultural capital through focus groups, conversations and classroom activities. A self-reflective journal relates how I translated what I learned about the students’ beliefs, attitudes and experiences into teaching that was culturally responsive, purposeful and underpinned by constructivism. My findings were that in getting to know the students, I was able to respond to their contexts and construct knowledge jointly through purposeful pedagogy. In doing so, the chasm between myself, the students and the novel narrowed.

 

 

 


Keywords


culturslly responsive teaching; cultural capital; purposeful pedagogy; constructivism

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References


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DOI: https://doi.org/10.20853/32-6-2938

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