Friendly Resistance: Narratives from a Preservice Teacher of Color Navigating Diversity Courses

Kondo, Chelda Smith; Bracho, Christian A.

doi:10.1080/00131946.2018.1500913

Cited by 9 publications

(6 citation statements)

References 35 publications

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“…While Dr. Hernandez spoke modestly about her teaching, the following examples indicate the quality of her pedagogy and provide insights for teacher educators who aim to be culturally relevant. Importantly, Dr. Hernandez is also fully human and thus imperfect; other publications address different aspects of her pedagogy that have missed the mark in her efforts toward cultural relevance (Smith Kondo, 2019; Smith Kondo & Bracho, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…So, while her policy on late work, continual reinforcement of notions that culture is dynamic, and opportunities to directly critique course content are each presented in separate sections to exemplify the specific components, the general ethos of CRP is present across the findings. The data included are most illustrative of Dr. Hernandez’s behavior and decisions; student work and responses are included in greater detail in other publications connected to this study (Smith Kondo, 2019; Smith Kondo & Bracho, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…The comprehensive participation rubric, necessitating both active listening and sharing, echoed Ladson-Billings’s (2009) belief that “teachers with culturally relevant practices encourage a community of learners” (p. 74). Active listening is the cornerstone of criticality, which fosters engagement beyond politeness (Smith Kondo & Bracho, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…In other words, teachers must “build communities with like-minded educators” to grasp the “bigger deal” that is their power in schools and communities. When Dr. Hernandez commented, “It’s easy to get caught up with ‘let’s be nice,’” she was referencing complacent multicultural education approaches that uncritically celebrate difference but fail to bring about social justice and equity (Smith Kondo & Bracho, 2019). Inquiry as stance, a theory aiming to equitably enhance learning experiences for every student, is fundamentally linked to transformative pedagogies.…”

Section: Discussionmentioning

confidence: 99%

“…CRP literature has well established that teachers must understand themselves in the context of complex cultural landscapes (e.g., Boyd & Noblit, 2015; C. Howard et al, 2018; Jimenez, 2014; Smith Kondo, 2019; Smith Kondo & Bracho, 2019). Likewise, teacher educators must reflect on their cultural knowledge, subjectivity, biases, and motives (Chou, 2007; Cochran-Smith, 2004; Prater & Devereaux, 2009; Vescio et al, 2009).…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

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Walking the Talk: Employing Culturally Relevant Pedagogy in Teacher Education

Kondo

2022

Teachers College Record

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Background: Teacher education programs (TEPs) have a mandate to prepare teachers qualified to educate culturally and linguistically diverse student populations. In addition, the demographic imperative compels TEPs to recruit preservice teachers from underrepresented communities; yet, just as youth of color are marginalized in schools, so too are teacher candidates of color (TCCs) marginalized in TEPs. Just as conventional TEP curriculums fail to decenter dominant social groups, so too do many teacher educators fail to enact asset-based pedagogy. A teacher quality gap and culturally rooted disenfranchisement persist. Purpose: I examine how TCCs are prepared to teach critically in demographically pluralistic schools and how one teacher educator of color attempts to close the teacher quality gap with a diverse preservice teacher cohort through the application of culturally relevant pedagogy (CRP). Although asset pedagogies are widely accepted as best practice in P–12 classrooms, there exists a dearth of research on their impact on postsecondary spaces. Moreover, multicultural education scholarship focused on the experiences of TCCs is limited. Research Design: Drawing from a larger critical ethnographic study of two diversity courses in an urban TEP, this article explicates one teacher educator’s application of CRP. I utilize the core tenets of CRP—academic achievement, cultural competence, and sociopolitical consciousness—to bridge the gap between theory and practice through illustrations of intentional critical pedagogy. Data were analyzed from field notes, interviews of students and faculty, course assignments, readings, syllabi, evaluations, and other relevant artifacts. Results: Findings indicate that modeling CRP is paramount to developing culturally relevant pedagogues and that making known the interdependence of CRP’s three fundamental pillars is central to transformative learning experiences for preservice teachers. Although challenging, CRP at the postsecondary level is an achievable endeavor that requires increased faculty innovation, reflexivity, and humility. Conclusion: The project offers practical applications of CRP that are adaptable to most teacher preparation courses. Recommendations include a call for more studies that examine the use of asset-based pedagogies in higher education, especially in TEPs.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%