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.
AchinsteinB.OgawaR. T. (2011). Change(d) agents: New teachers of color in urban schools. New York, NY: Teachers College Press.
2.
AlimH. S.ReyesA. (2011). Complicating race: Articulating race across multiple social dimensions. Discourse & Society, 22, 379-384.
3.
AronsonB.LaughterJ. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86, 163-206.
4.
AuK.JordanC. (1981). Teaching reading to Hawaiian children: Finding a culturally appropriate solution. In Culture and the bilingual classroom: Studies in classroom ethnography (pp. 139-152). Rowley, MA: Newbury House Publishers.
5.
BallD. L.CohenD. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In Darling-HammondL.SykesG. (Eds.) Teaching as the learning profession: Handbook of policy and practice (Vol. 1, pp. 3-22). San Francisco, CA: Jossey-Bass.
6.
BallengerC. (2009). Practitioners Inquiry Series. Puzzling moments, teachable moments: Practicing teacher research in urban classrooms. New York, NY: Teachers College Press.
7.
BanksJ. A. (2001). Citizenship education and diversity implications for teacher education. Journal of Teacher Education, 52, 5-16.
8.
BanksJ. A. (Ed.). (2009). The Routledge international companion to multicultural education. New York, NY: Routledge.
9.
BrockenbroughE. (2016). Becoming queerly responsive: Culturally responsive pedagogy for Black and Latino urban queer youth. Urban Education, 51, 170-196.
10.
BrownA. L.BrownK. D.WardA. (2017). Critical race theory meets culturally relevant pedagogy: Advancing a critical sociohistorical consciousness for teaching and curriculum. Social Education, 81(1), 23-27.
11.
CastagnoA. E. (2017). Liberal ideologies and federal school reform: Following individualism, meliorism, and neutrality through SIG policy to Adelante Alternative School. Urban Education. Advance online publication. doi:10.1177/0042085916685762
12.
CastagnoA. E.BrayboyB. M. J. (2008). Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research, 78, 941-993.
13.
CheruvuR.Souto-ManningM.LenclT.Chin-CalubaquibM. (2014). Race, isolation, and exclusion: What early childhood teacher educators need to know about the experiences of pre-service teachers of color. The Urban Review, 47, 237-265.
14.
ClandininD. J. (2006). Narrative inquiry: A methodology for studying lived experience. Research Studies in Music Education, 27, 44-56.
15.
Cochran-SmithM. (2004). Defining the outcomes of teacher education: What’s social justice got to do with it?Asia-Pacific Journal of Teacher Education, 32, 193-212.
16.
Cochran-SmithM. (2005). The new teacher education: For better or for worse?Educational Researcher, 34, 3-17.
17.
Cochran-SmithM. (2015). Keeping teaching complex: Policy, research and practice. Venue, 4, 1-11.
18.
Cochran-SmithM.LytleS. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-305.
19.
Cochran-SmithM.LytleS. L. (2009). Inquiry as stance: Practitioner research in the next generation. New York, NY: Teachers College Press.
20.
Cochran-SmithM.VillegasA. M. (2015). Framing teacher preparation research: An overview of the field, part 1. Journal of Teacher Education, 66, 7-20.
21.
Cochran-SmithM.VillegasA. M.AbramsL.Chavez MorenoL.MillsT.SternR. (2016). Research on teacher preparation: Charting the landscape of a sprawling field. In GitomerD.BellC. (Eds.), Handbook of research on teaching (pp. 439-547). Washington, DC: American Educational Research Association.
22.
Cochran-SmithM.ZeichnerK. M. (2005). Studying teacher education: The report of the AERA panel on research and teacher education. New York, NY: Routledge.
23.
ConnellyF. M.ClandininD. J. (1999). Shaping a professional identity: Stories of educational practice. New York, NY: Teachers College Press.
24.
Darling-HammondL. (2012). Powerful teacher education: Lessons from exemplary programs. Hoboken, NJ: John Wiley.
25.
Duncan-AndradeJ. M. R.MorrellE. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools (Vol. 285). New York, NY: Peter Lang.
26.
DurdenT.DooleyC. M.TruscottD. (2016). Race still matters: Preparing culturally relevant teachers. Race Ethnicity and Education, 19, 1003-1024.
27.
DutroE.CartunA. (2016). Cut to the core practices: Toward visceral disruptions of binaries in PRACTICE-based teacher education. Teaching and Teacher Education, 58, 119-128.
28.
EmersonR. M.FretzR. I.ShawL. L. (2011). Writing ethnographic fieldnotes. Chicago, IL: The University of Chicago Press.
29.
EvansM. A.CardenasN.DixsonA. D. (2017). Why race still matters in urban education: Critical race theory and urban education. In W. Pink & G. W. Noblit (eds.) Second international handbook of urban education (pp. 787-808). New York, NY: Springer International.
30.
FaircloughN. (1995). Language in Social Life Series. Critical discourse analysis: The critical study of language. New York, NY: Routledge.
31.
ForzaniF. M. (2014). Understanding “core practices” and “practice-based” teacher education: Learning from the past. Journal of Teacher Education, 65, 357-368.
32.
FreireP. (1970). Pedagogy of the oppressed (RamosM. B. Trans.). New York, NY: Continuum.
33.
GadsdenV. L.Dixon-RománE. J. (2017). “Urban” schooling and “urban” families: The role of context and place. Urban Education, 52, 431-459.
34.
GayG. (1975). Cultural differences important in education of Black children. Momentum, 6(3), 30-33.
35.
GayG. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53, 106-116.
36.
GayG. (2010). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
37.
GayG.MilnerH. R.LomoteyK. (2014). Culturally responsive teaching principles, practices, and effects. In MilnerH. R.LomoteyK. (Eds.), Handbook of urban education (pp. 353-372). New York, NY: Routledge.
38.
GeeJ. P. (2014). An introduction to discourse analysis: Theory and method. New York, NY: Routledge.
39.
GirouxH. A. (1992). Border crossings: Cultural workers and the politics of education. New York, NY: Psychology Press.
40.
HartlepN. D.PorfilioB. J.OttoS.O’BrienK. (2015). What we stand for, not against: Presenting our teacher education colleagues with the case for social foundations in PK-12 teacher preparation programs. The Journal of Educational Foundations, 28(1-4), 135-150.
41.
HowardT. C. (2012). Culturally responsive pedagogy. In BanksJ. (Ed.), Encyclopedia of diversity in education (pp. 1-7). Thousand Oaks, CA: SAGE.
42.
HowardT. C.MilnerH. R. (2014). Teacher preparation for urban schools. In MilnerR.LomoteyK. (Eds.), Handbook of urban education (pp. 199-216). New York, NY: Routledge.
43.
JacobsK. B. (2014). The role of field experiences in the professional socialization of early career literacy teachers. Learning Landscapes, 8, 173-191.
44.
JacobsK. B. (2015). “I want to see real urban schools”: Teacher learners’ discourse and discussion of urban-based field experiences. Penn GSE Perspectives on Urban Education, 12(1), 18-37.
45.
JanksH. (2009). Literacy and power. New York, NY: Routledge.
46.
KohliR. (2018). Behind school doors: The impact of hostile racial climates on urban teachers of color. Urban Education, 53, 307-333.
47.
Ladson-BillingsG. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.
48.
Ladson-BillingsG. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational Researcher, 35(7), 3-12.
LaneM. (2017). Reclaiming our queendom: Black feminist pedagogy and the identity formation of African American girls. Equity & Excellence in Education, 50, 13-24.
51.
LeeC. D. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. New York, NY: Teachers College Press.
52.
LelandC. H.MurtadhaK. (2011). Cultural discourse on the frontline: Preparing and retaining urban teachers. Urban Education, 46, 895-912.
53.
LipmanP. (2013). The new political economy of urban education: Neoliberalism, race, and the right to the city. New York, NY: Taylor & Francis.
54.
MarshallC.RossmanG. B. (2010). Designing qualitative research. Thousand Oaks, CA: SAGE.
55.
MatskoK. K.HammernessK. (2014). Unpacking the “urban” in urban teacher education: Making a case for context-specific preparation. Journal of Teacher Education, 65, 128-144.
56.
McIntyreA. (2002). Exploring Whiteness and multicultural education with prospective teachers. Curriculum Inquiry, 32, 31-49.
57.
McLarenP.JaramilloN. E. (2009). Critical pedagogy, Latino/a education, and the politics of class struggle. In MacrineS. (Ed.), Critical pedagogy in uncertain times (pp. 55-78). New York, NY: Palgrave Macmillan.
58.
MerryfieldM. M. (2000). Why aren’t teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators. Teaching and Teacher Education, 16, 429-443.
59.
MilnerH. R. (2003). Reflection, racial competence, and critical pedagogy: How do we prepare pre-service teachers to pose tough questions?Race Ethnicity and Education, 6, 193-208.
60.
MilnerH. R.IV (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36, 388-400.
61.
MilnerH. R.IV (2010). What does teacher education have to do with teaching? Implications for diversity studies. Journal of Teacher Education, 61, 118-131.
62.
MilnerH. R.IV. (2011). Culturally relevant pedagogy in a diverse urban classroom. The Urban Review, 43, 66-89.
63.
MilnerH. R. (2012). But what is urban education?Urban Education, 47, 556-561.
64.
MilnerH. R.IVHowardT. C. (2013). Counter-narrative as method: race, policy and research for teacher education. Race Ethnicity and Education, 16, 536-561.
65.
NietoS. (2013). Finding joy in teaching students of diverse backgrounds: Culturally responsive and socially just practices in US classrooms. Portsmouth, NH: Heinemann.
66.
ParisD. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41, 93-97.
67.
ParisD.AlimH. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84, 85-100.
68.
PayneC. M. (2008). So much reform, so little change. Cambridge, MA: Harvard Education Press.
69.
PicowerB. (2011). Resisting compliance: Learning to teach for social justice in a neoliberal context. Teachers College Record, 113, 1105-1134.
70.
PicowerB.KohliR. (Eds.). (2017). Confronting racism in teacher education: Counternarratives of critical practice. New York, NY: Routledge.
71.
PrattM. L. (1991). Arts of the contact zone. Profession, 33-40.
72.
ReidJ. A. (2011). A practice turn for teacher education?Asia-Pacific Journal of Teacher Education, 39, 293-310.
73.
RileyK.SolicK. (2017). “Change happens beyond the comfort zone”: Bringing undergraduate teacher-candidates into activist teacher communities. Journal of Teacher Education, 68, 179-192.
74.
RojasL.LiouD. D. (2017). Social justice teaching through the sympathetic touch of caring and high expectations for students of color. Journal of Teacher Education, 68, 28-40.
75.
SachsJ. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16, 149-161.
76.
ShorI.FreireP. (1987). What is the “dialogical method” of teaching?Journal of Education, 169(3), 11-31.
77.
ShulmanL. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
78.
SleeterC. E. (2000). Epistemological diversity in research on preservice teacher preparation for historically underserved children. Review of Research in Education, 25, 209-250.
79.
SleeterC. E. (2001). Preparing teachers for culturally diverse schools research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52, 94-106.
80.
SleeterC. E. (2008). Preparing White teachers for diverse students. In Cochran-SmithM.Feiman-NemserS.McIntyreD. J. (Eds.), Handbook of research on teacher education (3rd ed., pp. 559-582). New York, NY: Routledge.
81.
SleeterC. E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47, 562-584.
82.
SleeterC. E. (2017). Critical race theory and the Whiteness of teacher education. Urban Education, 52, 155-169.
83.
StraussA.CorbinJ. M. (1997). Grounded theory in practice. Thousand Oaks, CA: SAGE.
84.
TatumA. W.MuhammadG. E. (2012). African American males and literacy development in contexts that are characteristically urban. Urban Education, 47, 434-463.
85.
VogtL. A.JordanC.TharpR. G. (1987). Explaining school failure, producing school success: Two cases. Anthropology & Education Quarterly, 18, 276-286.
86.
WatsonD. (2011). “Urban, but not too urban”: Unpacking teachers’ desires to teach urban students. Journal of Teacher Education, 62, 23-34.
87.
WhippJ. L. (2013). Developing socially just teachers: The interaction of experiences before, during, and after teacher preparation in beginning urban teachers. Journal of Teacher Education, 64, 454-467.
88.
WhittyG. (2008). Changing modes of teacher professionalism: Traditional, managerial, collaborative and democratic. In CunninghamB. (Ed.), Exploring professionalism. London, England: University of London Press.
89.
WideenM. F. (2013). Changing times in teacher education: Restructuring or reconceptualising?New York, NY: Routledge.
90.
YoungE. (2010). Challenges to conceptualizing and actualizing culturally relevant pedagogy: How viable is the theory in classroom practice?Journal of Teacher Education, 61, 248-260.
91.
ZeichnerK. (2009). Changing the epistemology of teacher education. Teacher Education and Practice, 22, 488-491.
92.
ZeichnerK. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61, 89-99.
93.
ZeichnerK. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63, 376-382.
94.
ZeichnerK. (2014). The struggle for the soul of teaching and teacher education in the USA. Journal of Education for Teaching, 40, 551-568.
95.
ZeichnerK.PayneK. (2013). Democratizing knowledge in urban teacher education. In NoelJ. (Ed.), Moving teacher education into urban schools and communities: Prioritizing community strengths (pp. 3-19). New York, NY: Routledge.
