‘Equitable schooling starts with us, future teachers:’ examining preservice teachers’ considerations of culturally relevant teaching

This paper examines whether and how preservice teachers (PSTs) in a teacher preparation programme (TPP) in the US envision and seek to enact culturally relevant teaching in their future classrooms. Data analysed include student work PSTs submitted while enrolled in the course that asked PSTs to engage in critical reflection about how their identities and schooling experiences influence their ideas about their future teaching. Findings generate new insights into teacher education, including possibilities and challenges for engaging in critical self-reflection as PSTs seek to enact culturally relevant educational practices. Implications are provided for preservice teachers, teacher educators, and educational researchers.