(Teaching & Learning and Counselor Education, School Psychology, and Human Services) has published the "Transforming Curriculum, Exploring Identity, and Cultivating Culturally Responsive Educators" in Cultural Competence in Higher Education. A co-authored manuscript, and published as part of the peer-reviewed Innovations in Higher Education Teaching and Learning series, this chapter describes the impact of a multicultural curriculum transformation project on the consciousness and pedagogy of pre-service and in-service educators preparing to teach and lead within diverse American elementary and secondary schools.
Highlighting how two university faculty leveraged a mosaic of critical theories and pedagogies to engage action research exploring the inquiry "How might the application of an assignment grounded in an instructional framework comprised of theories in educational leadership, critical multicultural education, and critical pedagogy inspire and motivate pre- and in-service educators to teach, lead, and serve for social justice beyond their program of study?" it provokes us to consider how best to prepare educators with the knowledge, skill, and will to teach and lead employing a praxis situated in equity and justice.
