Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education

By G. Gay, K. Kirkland. 2003

977 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/90859ef8bd662e6dee648b614b5876a8df491d7d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Altering the Trajectory of the Self-Fulfilling Prophecy (2017, positive): “…critical awareness with coursework (e.g., Anderson & Stillman, 2013; Banks, 2001; DarlingHammond, 2000; Darling-Hammond & Bransford, 2005; Gay, 2005; Gay & Kirkland, 2003; Hollins & TorresGuzman, 2005; King & Ladson-Billings, 1990; Milner, 2010; Morrison, Robbins, & Rose, 2008; Valenzuela, 2016).”
Mapping Culturally Relevant Pedagogy into Teacher Education Programs: A Critical Framework (2017, background): “…never learn to problematize teaching (Darling-Hammond, 2005; Ladson-Billings, 2011), disrupt deficit positionalities (Howard, 2010), or examine the fabric of the sociohistorical and sociocontemporary context in which they teach and their students live and learn (Gay & Kirkland, 2003; Milner, 2010).”
Uncovering Preservice Teachers' Beliefs About Diversity Through Reflective Writing (2008, background): “We found evidence from all five participants in this group of the three obstacles described by Gay and Kirkland (2003) that often occur when attempting to raise critical consciousness and selfreflection in preservice teachers.”
The Promise of Black Teachers' Success with Black Students. (2006, background): “These culturally informed relationships allow Black teachers to develop meaningful, relevant (Ladson-Billings, 1994) and responsive (Gay and Kirkland, 2003) curricula and pedagogy in classrooms with Black students.”
An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy (2020, background): “…skills in technical aspects of utilizing CRT, teachers must also develop their own critical consciousness through participation in preparation programs that use guided practice, authentic examples, and realistic situations in efforts to help cultivate this form of reflection (Gay & Kirkland, 2003).”
Social Emotional Learning in Schools: The Importance of Educator Competence (2021, background): “…some teacher preparation programs have placed emphasis on increasing pre-service teachers’ own self-awareness through reflective thinking, exploration of implicit biases, and development of cultural consciousness (Endo, 2015; Gay & Kirkland, 2003; Shavit & Mosche, 2019; Whitford & Emerson, 2019).”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “These include the differential allocation of risk (e.g., exposure to violence) and hegemonic belief systems that legitimate or ignore the impacts of privilege (e.g., Gay & Kirkland, 2003; Spencer, 2017).”
Teachers and Change: The Role of Reflective Practice (2012, background): “…various types of reflection in professional contexts appears to two be fold; to engender change in order to improve the practice (Calderhead, 1989; Gay & Kirkland, 2003; Kemmis, 2011; Rolfe, Freshwater, & Jasper, 2001; Scanlan & Chernomas, 1997; Schon, 1991; Schuck, Gordon, & Buchanan, 2008;…”
How International Field Experiences Promote Cross-Cultural Awareness in Preservice Teachers through Experiential Learning: Findings from a Six-Year Collective Case Study (2012, background): “…that teachers who lack such awareness and sensitivity are unable to view concepts from the perspective of culturally diverse students (Keengwe, 2010; Nuthall, 2005) and are resistant to change when they are not exposed to diverse cultural settings at the preservice level (Gay & Kirkland, 2003).”
(Re)Considerations of Ignorance and Resistance in Teacher Education (2013, background): “The ignorance they perform about race in teacher education is presented as a lack of knowledge but, in reality, is, as the point made earlier by Gay and Kirkland (2003) indicated, an active desire to present oneself as not knowing about race and, thus, avoid implicating oneself in such knowing.”