Teaching for Democracy and Social Justice in Rural Settings: Challenges and Pedagogical Opportunities

Nganga, Lydiah; Kambutu, John

doi:10.1007/978-1-4020-9588-7_13

Cited by 5 publications

(7 citation statements)

References 15 publications

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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%

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Examining pre-service teachers’ preparedness and perceptions about teaching controversial issues in social studies

Nganga

Roberts

James³

2020

The Journal of Social Studies Research

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This study explored pre-service teachers’ (N = 37) perceptions about teaching controversial global and local topics. Additionally, it examined participants’ level of preparedness, motivation and perceived hindrances to teaching controversial issues. To do so, the study used a interpretive phenomenological approach (IPA). Data from written reflections and semi-structured interviews showed 80 percent of participants lacked exposure to college work that examined controversial issues prior to taking Social Studies Methods course. However, after taking the course, participants were able to identify controversial topics, but they still displayed limited critical awareness and conceptualization of teaching controversial issues. Other findings pointed to the benefits of teaching controversial topics in a planned and intentional manner.

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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%

Section: Context Of the Studymentioning

confidence: 99%

Examining pre-service teachers’ preparedness and perceptions about teaching controversial issues in social studies

Nganga

Roberts

James³

2020

The Journal of Social Studies Research

Self Cite

View full text Add to dashboard Cite

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“…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%

Culturally Responsive and Anti-Biased Teaching Benefits Early Childhood Pre-Service Teachers

Nganga¹

2015

JCT

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The purpose of this qualitative study was to examine pre-service teachers' perceptions of a culturally responsive, anti-bias curriculum. Additionally, this study explored how the use of culturally responsive course work influenced the participating pre-service teachers' perceptions. Responses to both pre and post-teaching open ended questions, weekly reflective writings, evaluation of a children's books, and notes from the researcher's observation were analyzed qualitatively. Pre-teaching data showed that pre-service teachers had a rather superficial understanding of an anti-bias curriculum. However, post-teaching data showed that after experiencing culturally responsive curricula, pre-service teachers not only developed a better understanding of anti-bias curriculum, but they also gained essential self-awareness in diversity contexts.

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“…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%

U.S. Empire and an Immigrant’s Counternarrative: Conceptualizing Imperial Privilege

Chávez-Moreno

2020

Journal of Teacher Education

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U.S. teacher education has largely overlooked a sociopolitical-historical context that affects both immigrants and nonimmigrants: American empire. To address the pressing need for teacher education to acknowledge U.S. imperialism, the author stages an argument in three parts. First, she argues that the field should account for empire and its impact on immigrants, and suggests conceptualizing immigrants within a nuanced framework of white supremacy. Next, she relates her own immigrant counternarrative to expose masternarratives that operate against immigrants. By sharing her journey toward understanding imperialism and her own positionality, she also contributes an immigrant perspective to the field. Third, the author introduces the concept of imperial privilege, inviting the field to recognize and challenge masternarratives. The author concludes by inviting readers to historicize U.S. imperialism in their research and practice, and thus embrace more humanizing narratives. While the argument focuses on the United States, it also applies broadly to other high-income imperialist countries.

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Teaching for Democracy and Social Justice in Rural Settings: Challenges and Pedagogical Opportunities

Cited by 5 publications

References 15 publications

Examining pre-service teachers’ preparedness and perceptions about teaching controversial issues in social studies

Examining pre-service teachers’ preparedness and perceptions about teaching controversial issues in social studies

Culturally Responsive and Anti-Biased Teaching Benefits Early Childhood Pre-Service Teachers

U.S. Empire and an Immigrant’s Counternarrative: Conceptualizing Imperial Privilege

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