Developing sociopolitical consciousness at Freedom Schools: implications for culturally responsive teacher preparation

Abstract

This article describes the programmatic ways in which the Children’s Defense Fund Freedom Schools® program develops culturally responsive teaching practices amongst its summer interns, particularly in the area of developing sociopolitical consciousness. This paper places specific focus on the role that historical knowledge, the acknowledgement of a ‘we’ discourse and instilling a lifelong commitment to service plays in cultivating teacher sociopolitical consciousness. The research reported here aims to serve as a case for lessons to be learned by traditional, university-based teacher education programs committed to preparing teachers to teach in culturally responsive ways.

Keywords:

• teacher education curriculum

Notes

1. Names of all participants are pseudonyms.

2. It is important to note that ‘Leave No Child Behind’, has been the slogan of CDF for many years. In fact, it was ‘borrowed’ without permission for current national education policy in the United States that bears no resemblance to the mission and purpose of CDF.