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.
"The Impact of Attending an Equity-Based Conference on One Teacher Educator: Five Pedagogical Changes of Practice,"
Northwest Journal of Teacher Education: Vol. 14
, Article 2.
Available at: https://pdxscholar.library.pdx.edu/nwjte/vol14/iss2/2
Adult and Continuing Education Commons, Adult and Continuing Education and Teaching Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons