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ERIC Number: EJ942390
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-0022-2984
(Re)Framing Diverse Pre-Service Classrooms as Spaces for Culturally Relevant Teaching
Price-Dennis, Detra; Souto-Manning, Mariana
Journal of Negro Education, v80 n3 p223-238 Sum 2011
Our field is ushering in a new generation of teachers who need experiences that will prepare them to acknowledge the multiple worldviews of the diverse student population they will teach. For pre-service teachers working in urban under-resourced classrooms, constructing alternative practices rooted in critical ideology that honors their students' inquiry is a difficult task. To examine the complexities of this process, this article presents findings from a case study designed to understand how one pre-service teacher navigated the sociopolitical terrain of her middle school curricula and the pedagogical choices she made to create an engaging learning environment. Findings indicate that she fostered pedagogical third spaces to mediate conversations about diversity, equity, and social change with her middle school students. (Contains 1 table.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A