The majority of the teacher preparation programs in the US adhere to a traditional curriculum that includes foundational work, liberal arts classes, methods courses, and student teaching (Boyer & Baptiste, 1996; Kozleski, Gonzalez, Atkinson, Lacy, & Mruczek, 2013). Unfortunately, this approach rarely provides sudent teachers with opportunities to explore the role that culture plays in identity, learning, and community building--activities that are considered hallmarks of culturally responsive teaching (Artiles & Kozleski, 2007).
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- Partial requirement for: Ph. D., Arizona State University, 2015Note typethesis
- Includes bibliographical references (pages 81-87)Note typebibliography
- Field of study: Curriculum and instruction