Crafting Culturally Efficacious Teacher Preparation and Pedagogies

Belinda Bustos Flores; Lorena Claeys and Conra D. Gist

Crafting Culturally Efficacious Pedagogies and Practices is based on cultural efficaciousness derived from the work of the nationally recognized Academy for Teacher Excellence at The University of Texas at San Antonio. The book is grounded in a research-based model, situated within the needs of the school-local community, and based on collaborative partnerships.

Given the under-representation of ethnic/racial minority teachers, to accomplish social justice, all teachers must become culturally efficacious. In this book, authors provide an overview of the Culturally Efficacious Evolution Model used to anchor teacher preparation and present the Culturally Efficacious Observation Protocol as a tool to assess teachers’ development.
The authors present four exemplar case studies of culturally efficacious teachers who have a strong identity, a positive teaching cultural efficacy, are critical reflective thinkers, and believe that they can make difference in minority students’ lives. As culturally efficacious teachers, these educators are also committed to social justice and equitable education. Cross-case findings reveal that the critical teacher development model serves as a culturally sustainable pedagogy that effectively prepares teachers in the field.

Lexington Books

Pages: 180 • Trim: 6⅜ x 9½

978-1-4985-4538-9 • Hardback • March 2018 • $111.00 • (£85.00)

978-1-4985-4540-2 • Paperback • September 2019 • $46.99 • (£36.00)

978-1-4985-4539-6 • eBook • March 2018 • $44.50 • (£35.00)

Subjects: Education / Aims & Objectives

Crafting Culturally Efficacious Teacher Preparation and Pedagogies

Hardback

Paperback

eBook

Summary

Crafting Culturally Efficacious Pedagogies and Practices is based on cultural efficaciousness derived from the work of the nationally recognized Academy for Teacher Excellence at The University of Texas at San Antonio. The book is grounded in a research-based model, situated within the needs of the school-local community, and based on collaborative partnerships.

Given the under-representation of ethnic/racial minority teachers, to accomplish social justice, all teachers must become culturally efficacious. In this book, authors provide an overview of the Culturally Efficacious Evolution Model used to anchor teacher preparation and present the Culturally Efficacious Observation Protocol as a tool to assess teachers’ development.
The authors present four exemplar case studies of culturally efficacious teachers who have a strong identity, a positive teaching cultural efficacy, are critical reflective thinkers, and believe that they can make difference in minority students’ lives. As culturally efficacious teachers, these educators are also committed to social justice and equitable education. Cross-case findings reveal that the critical teacher development model serves as a culturally sustainable pedagogy that effectively prepares teachers in the field.

Details

Lexington Books

Pages: 180 • Trim: 6⅜ x 9½

978-1-4985-4538-9 • Hardback • March 2018 • $111.00 • (£85.00)

978-1-4985-4540-2 • Paperback • September 2019 • $46.99 • (£36.00)

978-1-4985-4539-6 • eBook • March 2018 • $44.50 • (£35.00)

Subjects: Education / Aims & Objectives

Author

Belinda Bustos Flores, University of Texas at San Antonio

Lorena Claeys, University of Texas at San Antonio

Conra D. Gist, University of Arkansas

Table of Contents

Foreword: Ana Maria Villegas
Preface
Acknowledgements
Chapter 1: Creating Spaces for Culturally Efficacious Pedagogies
Chapter 2: Contextualizing Culturally Efficacious Teacher Preparation: The Accelerated Teacher Education Program
Chapter 3: Tania’s Case Study: Out of the Shadows, Transforming Lives as a Culturally Efficacious Teacher
Chapter 4: Leo’s Case Study: Disrupting Hegemonic Discourse: Is that really gonna happen? Am I never gonna amount to anything?
Chapter 5: Catherine’s Case Study: Teaching as a Privilege—Those who can, Teach Effectively in Diverse Communities
Chapter 6: Kennu’s Case Study: Ambassador and Cultural Broker for Underrepresented Youth in Science
Chapter 7: Unpacking and Exploring Cultural Efficaciousness: Evidence Across Teacher Case Studies
Chapter 8: Towards Social Justice: Realizing and Sustaining Culturally Efficacious Pedagogies
Afterword: Final Thoughts: Reimagining Teacher Education as a Commitment to Social Justice, Ellen Riojas Clark
References
About the Authors

Reviews

Flores, Claeys, and Gist could have simply offered a report of the fine work of their highly acclaimed Accelerated Teacher Education program. By building on, and extending research and practice in culturally relevant and sustaining pedagogies, they have done much more. The authors make a compelling case for culturally efficacious teaching, highlighting the importance of teacher critical self-understanding in relation to the children they teach and to their students’ communities. The book, and its wonderful case studies, offer an important addition to teacher education and professional development programs.
— Kimberley Gomez, University of California, Los Angeles

This book presents the journey of four teachers who exemplify what it means to be a culturally efficacious educator. Through rich descriptions of each educator’s teaching context, the message the reader takes away is that we must view students’ linguistic and cultural backgrounds as intellectual resources to advance the education of all students.
— Sylvia Celedón-Pattichis, University of New Mexico

The authors of this text offer rare insights into the perspectives, decisions, and pedagogical actions of teachers of color who are enabling and instructing students of color in effective and culturally responsive ways. In particular, the text illustrates how efficacious educators respect students’ cultures, languages, and challenges while modeling self-worth, comprehensibility, and accountability to high standards for teaching and learning. This text is timely and contributes to current conversations on the recruitment and retention of teachers of color.
— Socorro Herrera, Kansas State University