Culturally Competent and Socio-politically Conscious Teaching: A Teacher Educator Works to Model the Journey to Critical Cultural Competence

Abstract

The purpose of this article is to present the self-study of a teacher educator who is concerned about cultural competence, socio-political consciousness, social justice, and peace in her preparation of teacher candidates. She recounts her experiences at the European Peace Institute (EPU) in Stadtschlaining, Austria, and how experiences with these students impact her perspective on teacher education in the United States. Sharing the voices from students at EPU provides a means of consciousness-raising for the teacher educator. She provides examples of ways to bring a more culturally competent and socio-political awareness to teacher education programs in the United States.

Moving Beyond “Dance, Dress, and Dining” in Multicultural Canada

“…Action research literature has put forward the proposal that in order for teachers to move beyond the heroes and holidays approach in meaningful ways, they must be involved in research-rooted reflective practice (Hendricks, 2006;Hubbard & Power, 2003;Ross, 2008). Furthermore, Kincheloe (2003) argues for the significance of ideas that revolve around this notion of -teachers as researchers,‖ whereby teacher work is re-conceptualized and as such (and in conjunction with a reasonable system) may provide a starting place for a democratic and much needed reorganization of the way schools work.…”

The Tension and Intersection between my Personal and Professional Identities as an Egyptian, Muslim Woman

“…In 2008, students of color represented 37 percent of the student body at two-year institutions, compared with 27 percent at four-year institutions. (2011, p. 3) These changing demographics require educators to become culturally competent (Horsford, Grosland, & Gunn, 2011) to efficiently serve and avoid conflict with culturally diverse students, conflicts which could occur because of educators' lack of crosscultural knowledge and understanding (Ross, 2008;Sleeter, 1993Sleeter, , 2001. Cultural competence is defined as "the ability of professionals to function successfully with people from different cultural backgrounds, including, but not limited to, race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental ability, age, and national origin" (Kohli, Huber, & Faul, 2010, p. 3).…”

Preparing Teachers for Teaching Immigrant Students Through Service-Learning in Immigrant Communities

“…Students beginning university have identified themselves and socialize within their own groups, often unaware of others' lives (Harro, 2000). Given the opportunity to enter the non-university community in relationship with people outside their own groups, students cross the border into social understanding and social change (Verducci & Pope, 2001), in part by becoming aware of cultural experiences that shape their own identity (Ross, 2008). Many white preservice teachers anticipate working with culturally diverse students, but lack cross-cultural background, knowledge, and experience (Dowell, 2009;Sleeter, 2001) to work with children with socioeconomic, ethnic, and linguistic circumstances different from their own (Cochran-Smith, 1999;Freire, 1970;Freire, 1997Freire, /2005Greenberg & Moll, 1990;Hyland & Noffke, 2005;Ladson-Billings, 1994Moll & González, 1994;Nieto & Bode, 2008;Swick & Rowls, 2000).…”

“…Preparing teachers to teach with cultural sensitivity depends on their developing knowledge of themselves as well as their students, students' parents, and communities so that as teachers they can design curriculum reflective of their students' worlds (Banks, Cochran-Smith, Moll, Reichert, Zeichner, LePage, Darling-Hammond, Duffy, McDonald, 2005). Community immersion focused on social justice and equity (Ross, 2008) provides opportunities for students to understand other worlds and to articulate that knowledge through concrete contexts and action grounded in theory (Banks et al, 2005, Cochran-Smith, 1999Freire, 1997Freire, /2005Griffith, 1999;Smylie, et al, 1999).…”