Dear white teacher… instructional strategies to inform pre-service teachers regarding equitable practices in the K-12 classroom

Abstract

Academic achievement gaps by race and class continue to exist in the United States. Nationwide research, however, supports the conclusion that teacher preparation programs do not include sufficient training models regarding the needs of diverse learners, cultural conflict, and societal injustices that continue to impact k-12 classrooms. Therefore, practices learned and employed in the field do not take into consideration key issues that have a tremendous impact on student achievement. As such, this chapter provides practical instructional strategies to address social justice issues in teacher preparation programs. This chapter will provide insight on (1) connecting existing beliefs and attitudes with current social justice issues; (2) challenging practitioners with honest discourse regarding cultural conflicts; and (3) constructing a new framework to enhance cultural proficiency and employ equitable practices in the classroom. The practices and strategies provided will ultimately increase the cultural proficiency of teachers in the increasingly diverse k-12 classrooms nationwide.