Pre-service teachers applying culturally responsive critical pedagogy

Abstract

How do pre-service teachers apply culturally responsive critical pedagogy in the classroom? This small study of two Aotearoa New Zealand pre-service teachers investigated a professional practice placement that followed theory courses. The research found these two pre-service teachers applied culturally responsive critical pedagogy in five ways: reflecting on self and identity, centring ākonga (learners), uplifting culture, developing critical consciousness, and improving academic outcomes for non-dominant culture ākonga. However, these two pre-service teachers placed differing emphases on the ways of applying the pedagogy, including not engaging with improving ākonga achievement. The research offers practice examples of culturally responsive critical pedagogy by pre-service teachers.