Fostering a commitment to culturally sustaining pedagogy among teacher preparation students
(Book - Regular Print, Online Content)

ProQuest Document ID: 2619214695.

Advisor: Bev Santo.

Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Sustainability Education from Prescott College.

Dissertation (Ph. D.),Prescott College,2021

Includes bibliographical references (leaves 148-159)

"This dissertation evaluates the efficacy of an intervention with decolonizing intentions in a teacher preparation course at fostering a commitment to Culturally Sustaining Pedagogy (Paris & Alim, 2017) among preservice educators. The findings have been distilled to create a prescription that will prepare future educators to disrupt processes of settler colonialism and systemic racism in K-12 classrooms. This model for Teacher Education programs that seek to decolonize is based on the incorporation of 'land education' (McCoy et al, 2017), experiential facilitation techniques, explicit address of critical themes, proactive differentiation to student interests, and a robust practice of reflection by the facilitator. I discuss the continuing 'stuck places' (Ellsworth, 1989) this study revealed, likely to apply to many projects with decolonizing intent, so other educators may engage those with intentionality, creativity, and compassion."--Leaf 4

Also available in an electronic form.