Abstract
The research question for this paper is: How does the tenet culturally sustaining pedagogy of the Integrated Teacher Education Program bridge and/or buffer pre-service teachers’ literacy experiences? Through the use of a case study, the researcher examines Integrated Teacher Education Program (ITEP) pre-service educators’ experiences incorporating culturally sustaining pedagogy into the literacy classroom, while also investigating whether these practices serve to bridge and/or buffer pre-service teachers’ experiences (Honig & Hatch, 2004).
Recommended Citation
Lane, Patricia E.
(2025)
"Culturally Sustaining Literacy Practices: Insights from Pre-Service Educators,"
Journal of Multicultural Affairs: Vol. 10:
Iss.
3, Article 2.
Available at:
https://scholarworks.sfasu.edu/jma/vol10/iss3/2
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Language and Literacy Education Commons, Liberal Studies Commons
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