Enhancing Cultural Humility Through Critical Service-Learning in Teacher Preparation

Abstract

To provide opportunities for preservice teachers to move beyond the limitations of their life experiences, the teacher preparation program at the University of Vermont has worked to advance service-learning experiences that push preservice teachers to examine their own identities and biases by providing them with opportunities to interact with others whose life experiences are different than their own. The goal of these experiences is to assist the preservice teachers in recognizing how their emerging practice, which is entrenched within their own positionality, impacts individuals that they work with as well as the broader community. This interpretive study examined outcomes of the experience through the lens of cultural humility. This study affirms the need to be explicit about practice, particularly as it relates to critical pedagogy to advance social justice. It also offers a glimpse into how teacher preparation programs may construct learning experiences to support the development of cultural humility.

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