Starting with Stories: Leveraging Children's and Adolescent Literature to Teach for Anti-Racist and Global Competence
Citation (APA 7th): Foster, A. M., Ramos, K. A,, Rich, S, Eisenberg, R., & Hayes, C. (2024). Starting with stories: Leveraging children’s and adolescnet literature to teach for anti-racist and global competence. The Teacher Educators’ Journal, 17, 153-178. https://doi.org/10.66196/QXWB6161
April Mattix Foster
George Mason University
Kathleen A. Ramos
George Mason University
Sarah Rich
George Mason University
Rebecca Eisenberg
George Mason University
Courtney Hayes
George Mason University
Abstract
The need for educators to utilize culturally responsive pedagogy to support culturally and linguistically diverse (CLD) student populations is critical. This research examines the formation of teacher candidates’ culturally responsive teaching self-efficacy (CRTSE) and attributional beliefs for teaching CLD learners. Findings inform existing research on teachers’ CRTSE beliefs and attributional development as we identify areas for improving educator preparation programs (EPP) and discuss recommendations for transformative institutional change aligned with the Association of Teacher Educators (ATE) teaching standards, which support the need for EPPs to develop teacher candidates’ capacity to create inclusive learning opportunities for culturally, socially, and linguistically diverse students. This research also contributes to this professional literature by examining the formation of teacher candidates’ CRTSE and attributional beliefs for teaching CLD learners and identifies areas of improvement regarding social justice principles and the application of cultural competence in EPP coursework and practicum experiences.
