Preparing pre-service secondary teachers in Arizona: Using culturally sustaining approaches to learn from diverse secondary english learners

This one-year qualitative study examined the role Culturally Sustaining Pedagogies (Paris, 2012; Paris & Alim, 2014) had on secondary preservice teachers in an urban school. This study examined the journey of six pre-service urban high-school teachers in Arizona as they enact Culturally Sustaining Pedagogy (CSP) in a year-long student teaching residency. Pre-service teachers worked with and learned from English Language Learners in various contexts. Factors that influenced their CSP practices are discussed through themes that emerged from interviews and classroom observations.