Inventing pedagogy and methods: Opportunities for service and learning in the preparation of pre-service teachers for urban classrooms

Document Type

Article

Publication Date

12-1-2010

Abstract

Teacher preparation programs grapple with the complicated and intricate issues surrounding preparing white teachers to work effectively with children of color and their families in public school systems in urban areas. Disconnection can occur and tensions can surface in classrooms around issues of ethnicity, culture, race, and socioeconomic difference (Andrews, 1993; Delpit, 1994 & 1995; Anyon, 1995; Cazden, 1996). Tensions that arise as a result of dissonance between teachers and the cultural orientation of classrooms and children's home culture affect learning and teaching (Au, 2006). To help address this disconnect, universities and school districts partnering in teacher education preparation should explicitly address the educational impact of culture, ethnicity, and economic difference in urban systems by incorporating Academic Service-Learning (AS-L) components in teacher education coursework. Urban school systems are often portrayed as crumbling infrastructures and characterized by inadequate resources and low reading scores. Using literature and providing access to books is a cornerstone of reading development (Neuman, 1999; Smith, Constantio, & Krashen, 1996). © 2010 by Indiana University Press. All rights reserved.

Publication Source (Journal or Book title)

Quick Hits for Service-Learning: Successful Strategies by Award-Winning Teachers

First Page

19

Last Page

21

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