Fostering cultural humility among pre-service teachers: Connecting with children and youth of immigrant families through service-learning.

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This article documents a community-initiated service-learning project within a teacher education program. A social justice model guided the initiative to raise critical awareness on power and privilege while countering deficit-model thinking. Partnering with com-munity agencies serving immigrant children and youth, the faculty researcher worked with an office for community-engaged learning. Data included pre- and post-experience interviews with pre-service candidates. Findings showed benefits from this justice-based approach in improving self-awareness, appreciating the strengths of immigrant children and youth, and an increased sense of cultural humility in pre-service teachers

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About This Study:

Intervention(s): Teacher Professional Development
Intervention Duration: Unknown
Relevant ORR Program: Refugee School Impact Program
Study Type: Suggestive evidence
Full Text Availability: Free
Direction of Evidence: Positive impact
Strength of Evidence: Suggestive
Population(s): Other
Gender(s) of Participants: All
Age(s) of Participants: Adults
Region(s) of Origin of Participants: North America

Relevant Evidence Summaries:

The evidence was reviewed and included in the following summaries: