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This qualitative case study examines the impact of a workshop on culturally responsive teaching on preservice elementary teacher candidates’ ability to conceptualize and apply culturally responsive instruction. The Rethinking Columbus workshop teaches students to read critically as text detectives, asking questions such as Whose voices are being heard and whose are not and what are the hidden messages in the text and illustrations Overall it appears that preservice teachers who participated in the workshop were able to generate numerous culturally relevant instructional strategies that directly aligned with the conceptual framework presented in the workshop. Students were also able to extend their learning by creating new and innovative strategies to engage elementary students in learning that were not discussed during the workshop. This paper describes the workshop model for teaching preservice teachers to be culturally responsive educators and includes numerous participant-generated examples of how to teach with a culturally responsive lens.


Teaching--Training of; Elementary school teaching; Teachers--Education

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© 2018 Jacqueline Waggoner et al.

Archived version is the final published version.



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Journal Article