International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2010, Vol. 6(2) 6-0

Counter-storytelling through service-learning: Future teachers of immigrant students in Texas and California re-tell the “Self” and the   “Other”

Denise Blum, & María Teresa de la Piedra

pp. 6 - 0   |  Manu. Number: ijpe.2010.007

Published online: June 15, 2010  |   Number of Views: 84  |  Number of Download: 313


This article examines the use of Critical Race Pedagogy in two service-learning initiatives that prepare pre-service teachers for working with an increasing immigrant student population in California and Texas. It is not uncommon for teachers to participate in the “Othering” dominant discourse that tends to see those who are of a lower socioeconomic class, immigrant status, or non-English speaking as deficient (Valencia 1999). As professors, we identified the need to use counter-storytelling, a method of Critical Race Pedagogy (Solorzano & Yosso, 2005) to facilitate transformative practices that help pre-service teachers revise their prejudiced assumptions about their future immigrant and ELL students. A transdisciplinary curriculum, coupled with a service-learning context, played a prominent role in implementing counter-storytelling. In this article we present data from the pre-service teachers’ service-learning, in-class group discussions, assignments and evaluations related to their fieldwork, and our fieldnotes during   participant-observation.

Keywords: Critical Race Pedagogy, Teacher Education, Service-learning

How to Cite this Article?

APA 6th edition
Blum, D. & Piedra, M.T.d.l. (2010). Counter-storytelling through service-learning: Future teachers of immigrant students in Texas and California re-tell the “Self” and the   “Other” . International Journal of Progressive Education, 6(2), 6-0.

Blum, D. and Piedra, M. (2010). Counter-storytelling through service-learning: Future teachers of immigrant students in Texas and California re-tell the “Self” and the   “Other” . International Journal of Progressive Education, 6(2), pp. 6-0.

Chicago 16th edition
Blum, Denise and María Teresa de la Piedra (2010). "Counter-storytelling through service-learning: Future teachers of immigrant students in Texas and California re-tell the “Self” and the   “Other” ". International Journal of Progressive Education 6 (2):6-0.

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