The Impact of Attending an Equity-Based Conference on One Teacher Educator: Five Pedagogical Changes of Practice

Authors

Rebecca Smith, University of PortlandFollow

Keywords

culturally relevant pedagogy, culturally sustaining pedagogy, preservice teacher preparation

Abstract

This article is a reflective overview of five pedagogical practice changes that one teacher educator made after attending a multicultural education conference. The article integrates current research to highlight the educational benefits of innovative, equity-based instructional strategies. The pedagogical changes are explored through the theoretical lens of culturally relevant pedagogy (Ladson-Billings, 1995; Gay, 2010) and culturally sustaining pedagogy (Paris & Alim, 2017) and include: diversifying curriculum, engaging with community partners, collaborating with K-12 practitioners, innovative technology, and self-reflection.

DOI

10.15760/nwjte.2019.14.2.2

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/30903

Recommended Citation

Smith, Rebecca (2019) "The Impact of Attending an Equity-Based Conference on One Teacher Educator: Five Pedagogical Changes of Practice," Northwest Journal of Teacher Education: Vol. 14 : Iss. 2 , Article 2.
DOI: https://doi.org/10.15760/nwjte.2019.14.2.2