Embodying and enacting the grand narrative to disrupt power, privilege, and (monocultural) perspectives.
Curriculum & Teaching Dialogue
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.
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.