A Pedagogy of Promise

This chapter details an innovative teacher education paradigm that privileges community-engagement and critical service-learning in the development of culturally responsive teachers. Candidates are removed from campus and immersed in a low-income, African-American neighborhood for an entire semester's coursework, where they participate in critical service-learning alongside community mentors and members of the neighborhood community council. Differentiated from more traditional models of university service learning characterized by “doing for,” and which tend to favor those who serve over those being served, candidates participate with and alongside residents in projects identified by members of the neighborhood as integral to community vitality. The chapter details examples of critical service-learning that have been co-enacted in the eight-year history in the neighborhood. Candidate and community member reflections on their co-participation are privileged in the rich description of how this partnership is instrumental in the development of culturally responsive teachers.

A Pedagogy of Promise

This chapter details an innovative teacher education paradigm that privileges community-engagement and critical service-learning in the development of culturally responsive teachers. Candidates are removed from campus and immersed in a low-income, African-American neighborhood for an entire semester's coursework, where they participate in critical service-learning alongside community mentors and members of the neighborhood community council. Differentiated from more traditional models of university service learning characterized by “doing for,” and which tend to favor those who serve over those being served, candidates participate with and alongside residents in projects identified by members of the neighborhood as integral to community vitality. The chapter details examples of critical service-learning that have been co-enacted in the eight-year history in the neighborhood. Candidate and community member reflections on their co-participation are privileged in the rich description of how this partnership is instrumental in the development of culturally responsive teachers.

Developing Culturally Responsive Teachers: Current Issues and a Proposal for Change in Teacher Education Programs

This paper examined current issues of educating culturally responsive teachers in teacher education programs fromempirical researches. Focusing on constructing a culturally responsive knowledge base for teacher education students,this paper summarized obstacles for developing culturally responsive teachers, proposed multicultural approaches toestablish a culturally responsive knowledge base for teacher education students, as well as presented practicalimplications to enhance the knowledge construction for preparing teachers for diversity. Aiming at stimulatingreconsiderations of situating teacher education programs in multicultural context, this paper brought culturallyresponsive perspectives to empower pre-service and in-service teachers’ teaching capacities to meet needs from theirstudents with diverse cultural and racial backgrounds.

Perceptions of technology engagement on culturally responsive pre-service teachers

Purpose The purpose of this study is to serve as an exploration of technology engagement on culturally responsive pre-service teachers. In an effort to increase interests of PK–12 students of diverse populations in science, technology, engineering and mathematics (STEM) education, many will need opportunities and introductions presented from their PK–12 teachers. Thus, as a part of teaching in the twenty-first century, PK–12 teachers play an intricate role in sparking beginning and continuing interest in technology. This is especially important for students who may not have the opportunity to engage in technology outside of their school setting. Consequently, it is imperative that PK–12 teachers develop a positive disposition toward and engage in technology themselves. Design/methodology/approach Using a mixed-method approach, this study investigates the perceptions of Historically Black Colleges and Universities PK–12 pre-service teachers in the area of technology engagement as they work to become culturally responsive teachers. The study provides an interpretation of the pre-service teachers’ level of interest/engagement practices and its relationship with their preparation as culturally responsive teachers. Findings The findings suggest a positive correlation between their education preparation program and their ability to utilize technology with their future students. Originality/value Finally, the study highlights the need for teacher educators to place a heavier focus on their own technology integration and for education preparation program courses/practicums to follow suit so that under-represented student populations develop more interest in STEM subjects.