The purpose of this qualitative descriptive case study was to explore how novice middle-class White female elementary school teachers' implement affective and instructional strategies in teaching in a culturally diverse public school district in a Southwestern state in the United States. The theoretical foundation was Campinha-Bacote Cultural…

Becoming an effective literacy specialist means developing tools to support students' and teachers' reading and writing aspirations. They are thought to be self critical and respectful of their students' and colleagues' strengths, however, this is not easy. This case study examined the discourses and identities of a highly reflective white female…

The goal of this self-study is to share the process of a first-year, White, middle-class, female teacher adopting a pedagogy and writing curriculum that speaks to the lived realities of her Mexican American students. This paper argues how "testimonio" as curriculum and pedagogy advises critical pedagogy and calls to challenge the present…

Emilie Townes begins by describing her childhood growing up as a Black middle class girl headed toward womanhood in the South in the late 1950s, 60's and early 70s. Townes writes that growing up during that time filled her with a host of experiences and memories that continue to shape her today. She writes that she learned about racism from the…

Existing international research suggests that widespread performative pedagogy has contributed to producing educational inequalities for "disadvantaged" learners. There have also been calls for alternative pedagogies, which can be characterised as child-centred. This paper analyses pupils' hierarchical positioning in a contemporary,…

This article demonstrates how life history methods can be used to trace preservice teachers' emergent ethics toward teaching for equity and social justice. Through qualitative analyses of 10 European American, middle-class, female preservice teachers' life history interviews, access to diverse individuals and diverse materials was identified as a…

It is often noted that the vast majority of students in pre-service teacher preparation programs may be poorly equipped to teach in urban schools because, in great part, they are disproportionately White, female and middle-class (Darling-Hammond, 1997 and 2001; Delpit, 1995; Sleeter, 2001). Typically, these students arrive at the university with…