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ERIC Number: EJ1090302
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: ERIC
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1068-3844
Linking Practice with Theory to Model Cultural Responsiveness: Lessons Learned from a Collaborative Service-Learning Project in an Urban Elementary Classroom
Endo, Rachel
Multicultural Education, v23 n1 p23-31 Fall 2015
This case study reports on the outcomes of a collaborative service-learning project that connected a teacher educator of color (the author) and her 19 racially diverse university students with 26 urban elementary students and their teacher (also of color). The purpose is to explicate how the service-learning experience impacted the university students' awareness of, commitment to, and understanding of culturally responsive practice as a challenging aspiration with real-life implications for serving diverse children and youth. The conceptual framework integrates theories from critical approaches to multicultural service-learning and culturally responsive teaching to problematize the social construction of "differences" in educational spaces by focusing on the complex interactions among and between language, literacy, and race in school-based settings. The findings illustrate how this collaborative service-learning project, while mutually rewarding in many respects, came with several challenges. The final section will offer implications that further explicate the intersections between service-learning and teacher preparation programs, particularly focusing on possible curricular, pedagogical, and programmatic solutions.
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A