Preparing Teachers to Be Culturally Multidimensional: Designing and Implementing Teacher Preparation Programs for Pedagogical Relevance, Responsiveness, and Sustenance

Abstract

Abstract In this article, I suggest four key principles that are foundational for guiding the design and implementation of teacher education programs that prepare teachers who are culturally multidimensional in their pedagogy and practice. These programs help teachers develop mindsets, methods, and practices for enacting decolonial purposes of education with a deep and critical intentionality to context, content, methods, and identity. In this way, teachers are culturally relevant, responsive, and sustaining.