The Cultural Curriculum: Constructing Social Justice in Teaching and Learning In the Classroom

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Delphina Hopkins-Gillispie

Abstract

Every teacher education program hopes to produce graduates ready to be teachers. Schools of education must prepare teachers to be culturally sensitive as they teach students from culturally diverse backgrounds. This research study focuses on what it means to teach for social justice, and how the implementations of this study can be a building block for teachers who teach culturally and linguistically diverse students. Preservice teachers were interviewed and they responded to a questionnaire that provided phenomenological insight and ontological knowledge on how to engage students from diverse backgrounds in learning course content. These findings indicate that the preparation of preservice teachers must include new ways of teaching and learning for the new generation of students.

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Scholarly and Creative Works

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