Understanding urban students through self-exploration

Meg White, Corine Brown, Connie Schaffer

Research output: Contribution to journalArticle

Abstract

The need for effective urban educators follows the landscape of P-12 students that includes an increasingly urban population with immense racial, ethnic, and linguistic diversity. This paper will share the research and practice of using autobiographical and biographical narratives to create cognitive dissonance within pre-service teachers and current educators. Adapted from the Schmidt and Finkbeiner model (2006), this research uses the ABC's of Cultural Understanding and Communication. Through discussions and activities, teachers begin to question their own knowledge and assumptions, and try to understand how these fit into the context of teaching and learning in an urban setting.

Original languageEnglish (US)
Pages (from-to)9-16
Number of pages8
JournalInternational Journal of Learner Diversity and Identities
Volume21
Issue number2
StatePublished - Jan 1 2015

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educator
cognitive dissonance
urban population
teacher
student
linguistics
narrative
communication
Teaching
learning

All Science Journal Classification (ASJC) codes

  • Cultural Studies
  • Education

Cite this

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Understanding urban students through self-exploration. / White, Meg; Brown, Corine; Schaffer, Connie.

In: International Journal of Learner Diversity and Identities, Vol. 21, No. 2, 01.01.2015, p. 9-16.

Research output: Contribution to journalArticle

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