“So Why Is It OK Here?” Literacy Candidates Grappling With Culture/Culturally Relevant Pedagogy in Urban Fieldsites

Drawing on culturally responsive pedagogy (CRP) and the development of cultural competence, this study explores how teacher learners in a critical inquiry group narrated and discussed their urban field experiences, particularly in regard to equity-oriented literacy education. More specifically, this study demonstrates both the impact that deep-seated deficit perspectives had on how the teacher learners approached their work as educators and the...