This article describes a long-term and mutually beneficial partnership between a teacher education program at The Ohio State University and Mt. Olivet Baptist Church in Columbus, Ohio. The purpose of the partnership is to provide teacher education students with experiences that move them toward bicultural competency and the development of culturally relevant teaching. The history and nature of the relationship is explored, as is the equal-status, cross-cultural internship that the teacher education students participate in within the partnership.
Get full access to this article
View all access options for this article.
References
1.
Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(2), 67-92.
2.
Apple, M. (1979). Ideology and curriculum. London: Routledge.
3.
Apple, M. (1996). Cultural politics and education. New York: Teachers College Press.
4.
Aronowitz, S. , & Giroux, H. A. (1985). Education under siege. New York: Bergen and Garvey.
5.
Bernal, D. D. (1998). Using a Chicana feminist epistemology in educational research. Harvard Educational Review, 68(4), 555-582.
6.
Bowles, S. , & Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.
7.
Cruz, B. (1997). Walking the talk: The importance of community involvement in preservice urban teacher education. Urban Education, 32(3), 394-410.
8.
Delpit, L. (1995). Other people’s children. New York: The New Press.
9.
Ducharme, E. , & Agne, R. (1989). Professors of education: Uneasy residents of academe. In R. Wisniewski & E. Ducharme (Eds.), The professors of teaching: An inquiry (pp. 67-86). Albany: State University of New York Press.
10.
DuCille, A. (1996). Skin trade. Cambridge, MA: Harvard University Press.
11.
Fisher, C. B. , Jackson, J. F., & Villarruel, F. A. (1998). The study of African American and Latin American children and youth. In W. Damon (Ed.), The handbook of child psychology (Vol. 1, pp. 1145-1207). New York: Wiley.
12.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
13.
Grant, C. (1989). Urban teachers: Their new colleagues and curriculum. Phi Delta Kappan, 70, 764-770.
14.
Grant, C. (1990). Desegregation, racial attitudes, and intergroup contact: A discussion of change. Phi Delta Kappan, 70, 25-32.
15.
Grant, C. (1993). The multicultural preparation of U.S. teachers: Some hard truths. In G. Verma (Ed.), Inequality and teacher education. London: Falmer.
16.
Greenleaf, C. (1994). Learning from our diverse students: Helping teachers rethink problematic teaching and learning situations. Teaching and Teacher Education, 10(5), 521-541.
17.
Haberman, M. (1992). The pedagogy of poverty versus good teaching. Phi Delta Kappan, 73, 290-294.
18.
Haberman, M. , & Post, L. (1992). Does direct experience change education students’ perceptions of low-income minority children?Midwestern Educational Researcher, 5(2), 29-31.
19.
Hale-Benson, J. (1986). Black children: Their roots, culture, and learning style. Baltimore: Johns Hopkins University Press.
20.
Harris, M. D. (1992). Africentrism and curriculum: Concepts, issues, and prospects. Journal of Negro Education, 61(3), 301-316.
21.
Heron, J. (1981). Experiential research methodology. In P. Reason & J. Rowan (Eds.), Human inquiry: A sourcebook of new paradigm research. Chichester, UK: Wiley.
22.
Hilliard, A. G., III . (1992). Behavioral style, culture, and teaching and learning. Journal of Negro Education, 61(3), 370-371.
23.
hooks, b. (1989). Talking back. Boston: South End.
24.
hooks, b. (1994). Outlaw culture. New York: Routledge.
25.
Howey, K. , & Zimpher, N. (1990). Professors and deans of education. In W. R. Houston (Ed.), Handbook of Research on Teacher Education, (pp. 349-370). New York: MacMillon.
26.
Irvine, J. , & York, D. E. (1995). Learning styles and culturally diverse students: A literature review. In J. Banks & C. M. Banks (Eds.), Handbook of research on multicultural education (pp. 484-497). New York: Macmillan.
27.
Kahne, J. , & Westheimer, J. (1996). In the service of what? The politics of service learning. Phi Delta Kappan, 7(9), 592-599.
28.
Ladson-Billings, G. (1994). The dreamkeepers. San Francisco: Jossey-Bass.
29.
Lather, P. (1986). Research as praxis. Harvard Educational Review, 56(3), 257-278.
30.
Lewis, M. (1978). The culture of inequality. Amherst: University of Massachusetts Press.
31.
Lomotey, K. (1990). Going to school: The African-American experience. Albany: State University of New York Press.
32.
McCann, B. (1996, November). Implementing reciprocal dimension to service learning: Participatory research as a pedagogical enterprise. Paper presented at the Annual Meeting of the Speech Communication Association, San Diego, CA.
33.
McDiarmid, G. W. (1990). Prospective teachers views of diverse learners: A study of the participants in the ABCD project. (Research Report 90-6). East Lansing, MI: Michigan State University, The National Center for Research on Teacher Education.
34.
Melnick, S. L. , & Zeichner, K. M. (1998). Teacher education’s responsibility to address diversity issues: Enhancing institutional capacity. Theory Into Practice, 37(2), 88-95.
35.
Morton, K. (1995). The irony of service: Charity, project, and social change in service-learning. Michigan Journal of Community Service Learning, 2, 19-32.
36.
Noordhoff, K. , & Kleinfeld, J. (1993). Preparing teachers for multicultural classrooms. Teaching and Teacher Education, 9(1), 27-39.
37.
Paine, L. (1990). Orientation towards diversity: What do prospective teachers bring? (Research Rep. No. 89-9). East Lansing: Michigan State University, National Center for Research on Teacher Education.
38.
Poole, T. G. (1990). Black families and the Black church: A sociohistorical perspective. In H. Cheatham & J. Stewart (Eds.), Black families: Interdisciplinary perspectives (pp. 33-48). New Brunswick, NJ: Transaction Publishers.
39.
Reason, P. (1988). Human inquiry in action. London: Sage.
40.
Reason, P. (1994). Three approaches to participatory inquiry. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 324-339). Thousand Oaks, CA: Sage.
41.
Reason, P. , & Heron, J. (1986). Research with people: The paradigm of co-operative experiential inquiry. Person Centred Review, 1, 456-475.
42.
Ross, D. D. , & Smith, W. (1992). Understanding preservice teachers’ perspectives on diversity. Journal of Teacher Education, 43(2), 94-103.
43.
Seidl, B. L. , & Friend, G. (in press). Leaving authority at the door: Equal status, community-based experiences and the preparation of teachers for diverse classrooms. Teaching and Teacher Education.
44.
Stachowski, L. L. , & Mahan, J. M. (1998). Cross-cultural field placements: Student teachers learning from schools and communities. Theory Into Practice, 37(2), 155-162.
45.
Stanfield, J. H., II. (1993a). Epistemological considerations. In J. H. Stanfield, II, & R. M. Dennis (Eds.), Race and ethnicity in research methods (pp. 16-36). Newbury Park, CA: Sage.
46.
Stanfield, J. H., II . (1993b). Methodological reflections: An introduction. In J. H. Stanfield, II, & R. M. Dennis (Eds.), Race and ethnicity in research methods (pp. 3-15). Newbury Park, CA: Sage.
47.
Stanfield, J. H. II . (1994). Ethnic modeling in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 175-188). Thousand Oaks, CA: Sage.
48.
Stevens, F. I. (1996). Closing the achievement gap: Opportunity to learn, standards, and assessment. In B. Williams (Ed.), Closing the achievement gap: A vision for changing beliefs and practices (pp. 77-95). Alexandria, VA: Association for Supervision and Curriculum Development.
49.
Tate, W. F. (1995). Returning to the root: A culturally relevant approach to mathematics pedagogy. Theory Into Practice, 34(3), 166-173.
50.
Terkel, S. (1992). Race: How Blacks and Whites think and feel about the American obsession. New York: New Press.
51.
Thompson, A. (1998). Not the color purple: Black feminist lessons for educational caring. Harvard Educational Review, 68(4), 522-554.
52.
Tiezzi, L. , & Cross, B. (1997). Utilizing research on prospective teachers’ beliefs to inform urban field experiences. Urban Review, 29(2), 113-125.
53.
Torbert, W. R. (1991). The power of balance: Transforming self, society, and scientific inquiry. Newbury Park, CA: Sage.
54.
Villegas, A. M. (1993, April). Restructuring teacher education for diversity: The innovative curriculum. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
55.
Weiner, L. (1993). Preparing teachers for urban schools: Lessons from thirty years of school reform. New York: Teachers College Press.
56.
West, C. (1994). Race matters. New York: Vintage.
57.
Wilson, W. J. (1997). When work disappears: The world of the new urban poor. New York: Knopf.
58.
Yeo, F. (1997). Teacher preparation and inner-city schools: Sustaining educational failure. Urban Review, 29(2), 127-143.
59.
Zeichner, K. M. , & Hoeft, K. (1996). Teacher socialization for cultural diversity. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (3rd ed., pp. 525-574). New York: Simon and Schuster Macmillan.
60.
Zeichner, K. M. , & Melnick, S. L. (1995, February). The role of community field experiences in preparing teachers for cultural diversity. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Washington, DC.
