Conceptualizing Culture How Preservice Teachers in the Rural Midwest Confront Subjectivities

Authors

Anne Karabon, University of Nebraska at Omaha
Kelly Gomez Johnson, University of Nebraska at Omaha

Document Type

Article

Publication Date

Summer 2020

Journal Title

Teacher Education Quarterly

Volume

47

Issue

3

First Page

32

Last Page

54

Abstract

This qualitative study examined how elementary and secondary preservice teachers in the rural Midwest conceptualize “culture” and how preservice teachers’ subjectivities and conceptions of culture shape their pedagogical practices. Thirty-six preservice teachers participated in a course on effective planning designed to address topics such as special education, English language learners, race, those living in difficult circumstances, and gender representation. Results reveal that despite exposure to reflections and discussions on privilege and hegemony to confront biases and deficit perspectives, ethnocentrism persisted.

Comments

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Recommended Citation

Karabon, A., & Gomez Johnson, K. (2020). Conceptualizing culture: How preservice teachers in the rural Midwest confront subjectivities. Teacher Education Quarterly, 47(3), 32-54.