The research reported on in this article investigates a question that continues to perplex educators: How might a carefully designed course that provides opportunities for changes in participants’ learning and practices be used in the preparation of the next generation of scholars/practitioners as equity-minded agents of change? Data analyzed from a course, taught to students for over a decade, designed around this question revealed development of conceptual, epistemological, and behavioral change in participants. We propose that instruction that strategically combines three critical components of the course—referred to as a trifecta—could facilitate generative thinking and serve as a catalyst in preparing agents of change who are able to confront inequality and enact social justice in urban schools.
AstinA. W.SaxL. J. (1998). How undergraduates are affected by service participation. Journal of College Student Development, 39(3), 251–263.
2.
Baker-BellA. (2020). Linguistic justice: Black language, literacy, identity, and pedagogy. Routledge.
3.
BakhtinM. M. (1981). The dialogic imagination. In HolquistM. (Ed.) Four essays by M. M. Bakhtin. Translated by EmersonC.HolquistM.University of Texas Press.
4.
BallA. F. (2000). Preparing teachers for diversity: Lessons learned from the US and South Africa. Teaching and Teacher Education, 16, 491–509.
5.
BallA. F. (2006). Multicultural strategies for education and social change: Carriers of the torch in the United States and South Africa. Teachers College Press.
6.
BallA. F. (2009) Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal, 46(1), 45–72.
7.
BallA. F. (2012). To know is not enough: Knowledge, power, and the zone of generativity. Educational Researcher, 41(8), 283–293.
8.
BanduraA. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
9.
BlackburnM. V.McCreadyL. T. (2009). Voices of queer youth in urban schools: Possibilities and limitations. Theory into Practice, 48(3), 222–230. https://doi.org/10.1080/00405840902997485
10.
BleakleyA. (2000) Writing with invisible ink: Narrative, confessionalism and reflective practice. Reflective Practice, 1(1), 11–24. https://doi.org/10.1080/713693130
11.
BoltonG. (2010). Reflective practice: Writing and professional development. Sage Publications.
12.
Boyle-BaiseM. (2007). Learning service: Reading service as text. Reflections, 6(1), 67–85.
BritoE.BallA. F. (2020). Realizing the theory of generative change using a Freirean Lens: Situating the zone of generativity within a liberatory framework. Action in Teacher Education, 42(1), 19–30.
15.
BrownB. A.CooksJ.CrossK. (2016). Lyricism, identity, and the power of lyricism as the third space. Science Education, 100(3), 437–458. https://doi.org/10.1002/sce.21212
16.
BrunerJ. (1971). The relevance of education. WW Norton & Company.
17.
CamangianP. R. (2015). Teach like lives depend on it: Agitate, arouse, and inspire. Urban Education, 50(4), 424–453.
18.
DensmoreK. (2000). Service learning and multicultural education: Suspect or transformative? In O’GradyC. R. (Ed.), Integrating service learning and multicultural education in colleges and universities (pp. 45–58). Lawrence Erlbaum Associates.
19.
EmigJ. (1977). Writing as a mode of learning. College Composition and Communication, 28(2), 122–128.
EriksonE. H. (1963). Youth: Change and challenge. Basic books.
22.
FarrellT. S. (2006). Reflective practice in action: A case study of a writing teacher’s reflections on practice. TESL Canada Journal, 23(2), 77–90.
23.
ForbesK.GarberL.KensingerL.SlagterJ. T. (1999). Punishing pedagogy: The failings of forced volunteerism. Women’s Studies Quarterly, 3 & 4, 158–168.
24.
FreireP. (1970). Pedagogy of the oppressed. Continuum.
25.
GayG.KirklandK. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory into Practice, 42(3), 181–187.
26.
GereA. R. (1985). Roots in the sawdust: Writing to learn across the disciplines. National Council of Teachers of English.
27.
GinwrightS.CammarotaJ. (2002). New terrain in youth development: The promise of a social justice approach. Social Justice, 29(4), 82–95.
28.
GirouxH. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Greenwood.
29.
GuillenL.ZeichnerK. (2018) A university–community partnership in teacher education from the perspectives of community-based teacher educators. Journal of Teacher Education, 69(2), 140–153.
30.
HowardT. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory into Practice, 42(3), 195–202.
31.
JohnsonL. L. (2018). Where do we go from here? Toward a critical race English education. Research in the Teaching of English, 53(2), 102–124.
32.
JohnstoneB. (2017). Discourse analysis. John Wiley & Sons.
33.
KresslerB. (2020). Critical self-reflection as disruption: A black feminist self-study. Journal of Culture and Values in Education, 3(1), 21–38.
34.
KrippendorffK. (2018). Content analysis: An introduction to its methodology. Sage Publications.
35.
Ladson-BillingsG. (2002). I ain’t writin’ Nuttin’: Permissions to fail and demands to succeed in urban classrooms. In DelpitL.Kilgour DowdyJ. (Eds.), The skin that we speak: Thoughts on language and culture in the classroom (pp. 107–120). The New Press.
36.
Ladson-BillingsG.TateW. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.
37.
LehmanC. L. (2017). Multicultural competence: A literature review supporting focused training for preservice teachers teaching diverse students. Journal of Education and Practice, 8(10), 109–116.
38.
Lewis ChiuC.SaymanD.CarreroK. M.GibbonT.ZolkoskiS. M.LuskM. E. (2017). Developing culturally competent preservice teachers. Multicultural Perspectives, 19(1), 47–52.
39.
LiuK. (2015). Critical reflection as a framework for transformative learning in teacher education. Educational Review, 67(2), 135–157.
40.
LiuK.BallA. F. (2019). Critical reflection and generativity: Toward a framework of transformative teacher education for diverse learners. Review of Research in Education, 43, 68–105.
41.
LoveB. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
42.
LuriaA. R.YudovichF. I. (1971). Speech and the development of mental processes in the child. Cambridge University Press.
43.
McBrideA. M.BravJ.MenonN.SherradenM. (2006). Limitations of civic service: Critical perspectives. Community Development Journal, 41(3), 307–320.
MillerR.LiuK.BallA. F. (2020). Critical counter-narrative as transformative methodology for educational equity. Review of Research in Education, 44(1), 269–300.
46.
MilnerR. (2003). Teacher reflection and race in cultural contexts: History, meanings, and methods in teaching. Theory into Practice, 42(3), 173–180.
47.
MilnerH. R. (2010). What does teacher education have to do with teaching? Implications for diversity studies. Journal of Teacher Education, 61(1–2), 118–131.
48.
MitchellT. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50–65.
49.
MitchellT. D. (2015) Using a critical service-learning approach to facilitate civic identity development. Theory into Practice, 54(1), 20–28.
50.
MurrellP. C.Jr. (2001). The community teacher: A new framework for effective urban teaching. Teachers College Press.
51.
NeururerJ.RhoadsR. A. (1998). Community service: Panacea, paradox, or potentiation. Journal of College Student Development, 39(4), 321–330.
52.
SigmonR. (1979). Service-learning: Three principles. Synergist, 8, 9–11.
53.
VygotskyL. (1962). Studies in communication. Thought and language. (HanfmannE.VakarG., Eds.). MIT Press.
54.
WertschJ. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
55.
WertschJ. V.StoneC. A. (1985). The concept of internalization in Vygotsky’s account of the genesis of higher mental functions. In WertschJ. V. (Ed.), Culture, communication, and cognition: Vygotskian Perspectives (pp. 162–179). Cambridge, MA: Cambridge University Press.
