Switching colours: Becoming a culturally responsive teacher educator

  • B. Campbell University of KwaZulu Natal


This narrative inquiry self-study project explores ways to bridge the socio-cultural and cognitive gap between myself, my pre-service teacher education students and the characters and events in a Victorian novel. In the study I investigate the students’ cultural capital through focus groups, conversations and classroom activities. A self-reflective journal relates how I translated what I learned about the students’ beliefs, attitudes and experiences into teaching that was culturally responsive, purposeful and underpinned by constructivism. My findings were that in getting to know the students, I was able to respond to their contexts and construct knowledge jointly through purposeful pedagogy. In doing so, the chasm between myself, the students and the novel narrowed.






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How to Cite
Campbell, B. 2018. “Switching Colours: Becoming a Culturally Responsive Teacher Educator”. South African Journal of Higher Education 32 (6), 570-81. https://doi.org/10.20853/32-6-2938.