Subscribe today to the most trusted name in education.  Learn more.
Current Issue Current Issue Subscriptions About TCRecord Advanced Search   

 

Mapping Culturally Relevant Pedagogy into Teacher Education Programs: A Critical Framework


by Ayana Allen, Stephen D. Hancock, Chance W. Lewis & Tehia Starker-Glass

Background/Context: Teacher education programs are charged with the daunting task of preparing the next generation of teachers. However, the extant literature has documented that teacher education programs have struggled to effectively arm teacher candidates with effective pedagogies to meet the needs of our increasingly diverse student population. Culturally relevant pedagogy (CRP) is a social justice framework posited to support academic achievement, cultural competence, and critical consciousness for all learners. To this end, this article examines the integration of CRP into teacher education programs.

Purpose: In this article, we discuss CRP and interrogate teacher education programs in the critical areas of governance and accountability, policies and programs, curriculum and instruction, and teacher educators. Furthermore, this article presents a conceptual framework for the integration of CRP into teacher education programs.

Research Design: This article is a conceptual paper that builds upon the hallmarks of CRP, which are rooted in a critical race paradigm that centers on exposing and challenging racial policies that maintain the status quo in teacher education programs. We present a critical framework to support the mapping of CRP into teacher education programs through critical reflection, social justice action, and critical questioning.

Conclusion/Recommendations: A teacher preparation program that does not critically interrogate race, power, and privilege in the context of schools does not maintain a social justice mission and consequently does not meet the tenets of CRP. A critical examination of race and other sociocultural concepts that disenfranchise K12 students in schools must be an integral and reflective practice for teacher candidates. Requiring teacher candidates to gain skills in critical reflection and critical consciousness in an effort to deconstruct the existing social order is imperative to support culturally relevant pedagogy in teacher education curriculum.

Cite This Article as: Teachers College Record Volume 119 Number 1, 2017, p. 1-26
http://www.tcrecord.org/library ID Number: 21746, Date Accessed: 12/17/2017 11:57:41 PM


Catch the latest video from AfterEd, the new video channel from the EdLab at Teachers College.
Global education news of the week in brief.; NCLB; international education; software; This episode explores ten interesting and little known facts about Social Studies.; social studies; humor; media; research; schools; Three seniors at Heritage High School talk about education and what the next President should do about it.; Debates; Heritage High School; NCLB; NYC schools; education; election; girls; interview; politics; presidential election; schools; speak out; students; testing; EdWorthy Theater starring MIT Physics Professor Professor Walter Lewin.; MIT; physics; We feature new content about the future of education. Put us on your website whether you're a student, teacher, or educational institution, we aim to create great content that will entertain and enlighten your audience. http://link.brightcove.com/services/link/bcpid1078591423http://www.brightcove.com/channel.jsp?channel=1079000717

Site License Agreement    
 Get statistics in Counter format