Embodying and enacting the grand narrative to disrupt power, privilege, and (monocultural) perspectives.
Document Type
Article
Publication Date
2020
Publication Title
Curriculum & Teaching Dialogue
Abstract
It is critical that teacher educators challenge themselves and teacher candidates to develop cultural awareness and promote culturally relevant pedagogy due to the overrepresentation of White teacher educators and P-12 teachers and the increasingly diverse school population. The purpose of this inquiry was to explore how one teacher educator implemented experiences with White teacher candidates including autobiographical explorations, literature circles, critical reflection, and dialogue to inform the work of teacher educators who cultivate cultural awareness.
Department
Teacher Education
Volume Number
22
Issue Number
1/2
First Page
217
Last Page
231
Recommended Citation
Roberts, H. M. (2020). Embodying and enacting the grand narrative to disrupt power, privilege, and (monocultural) perspectives. Curriculum & Teaching Dialogue, 22(1/2), 217–231.