Preservice Teachers Confronting Issues of Diversity Through a Radical Field Experience
Paul Chamness Miller, Erin Mikulec
Abstract
Abstract This study will advance our understanding of how to develop culturally responsive teachers through a critical examination of an immersion field experience in a particularly unique school environment where issues of sexual, racial/ethnic, and socioeconomic diversity are addressed through progressive approaches. Even more significant is the fact that these preservice teachers will be immersed in an educational context that is radically different from what they have known in their own schooling. This immersion experience will compel these preservice teachers to come face-to-face with social injustices that they have read about in isolated readings, but that they will now encounter collectively in a single school setting.