"So Why Is It OK Here?" Literacy Candidates Grappling with Culture/Culturally Relevant Pedagogy in Urban Fieldsites

Autor/in	Jacobs, Katrina Bartow
Titel	"So Why Is It OK Here?" Literacy Candidates Grappling with Culture/Culturally Relevant Pedagogy in Urban Fieldsites
Quelle	In: Urban Education, 54 (2019) 10, S.1520-1550 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918772621
Schlagwörter	Teaching Methods; Culturally Relevant Education; Literacy Education; Equal Education; Cultural Awareness; Inquiry; Urban Schools; Teaching Experience; Standards; Heuristics; Field Experience Programs; Preservice Teacher Education; Graduate Students; Social Justice; Student Attitudes; Self Concept; Freehand Drawing; Academic Standards; Critical Theory; Communities of Practice; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Standard; Heuristik; Praxisnahes Lernen; Lehramtsstudiengang; Lehrerausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Soziale Gerechtigkeit; Schülerverhalten; Selbstkonzept; Drawing; Zeichnen; Kritische Theorie; Community
Abstract	Drawing on culturally responsive pedagogy (CRP) and the development of cultural competence, this study explores how teacher learners in a critical inquiry group narrated and discussed their urban field experiences, particularly in regard to equity-oriented literacy education. More specifically, this study demonstrates both the impact that deep-seated deficit perspectives had on how the teacher learners approached their work as educators and the tensions they felt between engaging in CRP and maintaining high standards. The article ends by offering a heuristic for "critical practice-based field experiences" as a way of contextualizing practice within school-based teacher learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01