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ERIC Number: EJ947243
Record Type: Journal
Publication Date: 2011
Pages: 25
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-0887-8730
"I Don't Feel Comfortable Reading Those Books in My Classroom": A Qualitative Study of the Impact of Cultural and Political Vignettes in a Teacher Education Course
Darvin, Jacqueline
Teacher Educator, v46 n4 p274-298 2011
This article chronicles a qualitative study of the impact of a pedagogical practice called cultural and political vignettes (CPVs) on graduate students enrolled in a teacher education course. CPVs are cultural and political "situations" that are presented to teachers so that they can practice the decision-making skills that they will use in the diverse classrooms of New York City public schools. This study investigates whether engaging in CPV activities helped participants to feel more prepared to address culturally and politically sensitive issues in the elementary schools at which they are employed. The preliminary findings of this qualitative study are promising. They indicate that responding to, creating, exchanging, and engaging in situated performances of CPVs provided participants with occasions to practice their written, verbal, and nonverbal communication skills in a supportive classroom environment where they could discuss cultural and political issues that are rarely addressed in teacher preparation courses. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York