Abstract

Culture and learning are inextricably intertwined This study investigated 22 perservice teachers preparedness to teach writing to racially marginalized elementary students utilizing students culture as an integral aspect of writing instruction This study used Culturally Relevant Pedagogy framework to understand preservice teachers beliefs about teaching writing The study shows preservice teachers emerging understandings of the relevance of using students culture to teach writing and their inner tensions with balancing state standards while incorporating students culture in writing instruction Implications point to the need for preservice teachers to garner more experiences during their teacher preparation to teach racially marginalized students using students culture as the basis for instruction

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