Critical Reflectivity and the Development of New Culturally Relevant Teachers

Abstract

Three case studies present how preservice teachers use reflections while learning to teach. Interviews and document analysis reveal that critical reflections evidence greater understanding of culturally relevant pedagogy and offer a platform for critical consciousness. Using critical reflectivity to develop teachers' understandings of culturally relevant pedagogy is discussed.

Notes

Reflectivity and reflection are terms used interchangeably in this manuscript and draw upon educational theories such as critical race theory, social constructivism, and critical pedagogy.

We drew upon the original framework of Ladson-Billings' (1994; 1999) CRP but acknowledge and draw upon current iterations of culturally responsive pedagogy and teaching.

Working-class and low-income were terms participants used to describe their backgrounds when given the question “Tell me about growing up?”.