Preservice teachers’ development of culturally sustaining literacy practices: a critical, sociocultural perspective on learning in community

This critical ethnographic case study followed 15 preservice teachers (PTs) across three semesters of coursework and field experiences, utilising a community of practice (CoP) framework to investigate PTs' understandings and enactments of culturally sustaining literacy practices (CSLP). Findings reveal that the cohort evolved into a CSLP discourse community, expanding PTs' perspectives and offering multiple representations of CSLP through peer interactions and collaborative learning. Additionally, culturally sustaining members within the CoP, such as cooperating teachers and teacher educators, played a crucial role in shaping PTs' understandings of CSLP by providing diverse contexts for learning and reflection. These mentorships allowed PTs to observe CSLP in action and further develop their own theoretical perspectives through critical reflection. The study highlights the importance of teacher learning in community and the role of culturally sustaining mentors in supporting PTs' ability to apply CSLP in their future classrooms, ultimately fostering equity and inclusivity in education.