Becoming a Culturally Relevant and Sustaining Educator (CRSE): White Pre-service Teachers, Reflexivity, and the Development of Self
White educators in the United States are responsible for educating the majority of students of all races nationally. However, these educators are not always culturally relevant and sustaining in theory or practice. While we find it necessary for white educators to enact culturally relevant and sustaining education practices with Black, Indigenous, People of Color (BIPOC) students, we believe it is equally necessary for them to enact these practices with the white students they teach. In this paper, we explore what happens when three white pre-service teachers enact these approaches in a Professional Development School (PDS) and how these outcomes shape their own identities and self-development as educators. We examine their intentions and the subsequent outcomes of their goals. We unpack the challenges, setbacks, and the responsibility of what it means to do this work even when the rewards do not align with the effort.
Reconceptualizing Social Justice in Teacher Education: Moving to Anti-racist Pedagogy
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Cole-Malott, Donna Marie and ‘Shelly’ Samuels, Shalander, "Becoming a Culturally Relevant and Sustaining Educator (CRSE): White Pre-service Teachers, Reflexivity, and the Development of Self" (2022). Kean Publications. 678.