An Issue of Equity: Assessing the Cultural Knowledge of Preservice Teachers in Teach for America

Authors

  • Eric Ruiz Bybee The University of Texas at Austin

DOI:

https://doi.org/10.14288/ce.v4i13.183949

Keywords:

Cultural Knowledge, Teacher Education, Social Justice, Equity, Teachers' Knowledge

Abstract

This literature review examines the research on the development of “cultural knowledge” for preservice teachers in Teach for America program. “Cultural knowledge” refers to a teacher’s awareness of the sociopolitical contexts of education and the development of critical consciousness about issues of educational equity. After a brief introduction to the organizational structure of TFA, I will discuss some of the recent research on the organization--much of which has focused on achievement, teacher preparation, and the public policy implications of the program. Then, I will examine themes in the research on the cultural knowledge of preservice teachers’ in traditional preparation programs, which I will contrast with an overview of the literature TFA’s evolving diversity training. Finally, I will consider possible avenues for research on the cultural knowledge of TFA teachers and discuss programmatic changes that will prepare corps members with the cultural competence necessary to work in communities of color.

Author Biography

Eric Ruiz Bybee, The University of Texas at Austin

Eric Ruiz Bybee is a doctoral student in Cultural Studies in Education at the University of Texas at Austin. He is the Assistant Instructor for course on the sociocultural influences on learning and has been appointed through the department of Curriculum and instruction and the Center for Mexican American Studies. Addidtionally, he also supervises bilingual student teachers in the field as a University Facilitator.

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Published

2013-12-20

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Section

Articles