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We're Actually Comfortable with Diversity: Affirming Teacher Candidates for Culturally Relevant Reading Pedagogy in Urban Practicum
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Hill, K. Dara – Action in Teacher Education, 2012
This article chronicles the perspectives of two teacher candidates who displayed comfort with cultural issues and teaching for social justice, in contrast with many of their peers in the program who were uncomfortable with diversity. Their field experiences in a piloted urban reading practicum are documented, as part of a partnership with a…
Descriptors: Urban Teaching, Practicums, Field Experience Programs, Community Schools