2009
DOI: 10.1007/978-1-4020-9588-7_13
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Teaching for Democracy and Social Justice in Rural Settings: Challenges and Pedagogical Opportunities

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Cited by 5 publications
(7 citation statements)
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“…Further, they claimed that these issues were not limited to the U.S. only. Other studies have reported similar findings (Nganga et al, 2013; Nganga, 2015; Gay, 2013).…”
Section: Perceptions Of Important Global Issuessupporting
confidence: 78%
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“…Further, they claimed that these issues were not limited to the U.S. only. Other studies have reported similar findings (Nganga et al, 2013; Nganga, 2015; Gay, 2013).…”
Section: Perceptions Of Important Global Issuessupporting
confidence: 78%
“…Although other U.S. states are becoming more racially diverse, predominantly white states have remained largely homogeneous with a population that is above 90% White, and strong conservative values. The majority of students in this PWU come from local communities, and rarely venture out the state (Nganga & Kambutu, 2009). The total population of student and faculty in this university who self-identify as non-White is 12 and 10 percent respectively.…”
Section: Context Of the Studymentioning
confidence: 99%
“…Because teacher education programs play an important role in helping pre-service teachers develop skills and competencies essential to working effectively with diverse learners, infusing a culturally responsive pedagogy throughout course work can provide a strong foundation (Nagda, Kim, & Truelove, 2004;Nganga & Kambutu, 2009;Villegas, 2002). To that end, data from this study showed that infusion of a culturally responsive anti-biased curriculum seemed to influence how pre-service teachers interpreted the meaning of becoming culturally responsive anti-biased educators.…”
Section: Discussionmentioning
confidence: 99%
“…Many scholars have noted that teacher education programs have a responsibility to prepare culturally responsive teachers (Gay, 2002;Nganga & Kambutu, 2009;Villegas & Lucas, 2014). Although becoming culturally responsive requires a mastery of cultural diversity, creating space for pre-service teachers to engage critically and meaningfully with social issues is essential.…”
Section: Teacher Education Programs and Preparation Of Culturally Resmentioning
confidence: 99%
“…For teacher educators interested in ushering conversations about past or present imperialism into their teaching, there are, along with the academic and popular readings cited throughout this article, diverse and poignant contemporary texts worth considering, including journalistic accounts (Bacon, 2008), documentary films (Getzels & López, 2013; Simón, 1997), and graphic history books (Zinn et al, 2008). Texts on teaching for global education and social justice, such as edited books by Bigelow and Peterson (2002) and Nganga and Kambutu (2016), may also provide teacher educators with useful resources. Teacher candidates may also find it instructive to read accounts from the field of critical language education about how first-year English language teachers of emergent bilingual students (many of whom were immigrants) struggled with understanding their teaching as sites of empire (Motha, 2014).…”
Section: Moving Forward: Historicizing In Order To Humanizementioning
confidence: 99%