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Richardson, Ed.D.  \nBellarmine University  \nElizabeth G. Dinkins, Ph.D. Bellarmine University  \nAbstract  \nTwenty-first century classrooms are filled with increasingly diverse student populations. Effective teacher preparation programs must include explicit course work in culturally responsive pedagogies and field experiences that place educators in new sociocultural contexts. Field experiences in cross-cultural, place-based settings have the potential to help educators recognize injustice and develop empowering practices (Baldwin, Buchanan, & Rudisill, 2007; Greenwood, 2008; Smith, 2007; Smith & Sobel, 2010) . In this article, we describe our recent collaboration with Oglala Lakota College (OLC) and the Center for American Indian Research and Native Studies (CAIRNS) to provide both undergraduate teacher candidates and graduate students with rich, field-based crosscultural experiences. We discuss the research and theories shaping this collaboration and describe the formation of these partnerships. Student learning in both the undergraduate and graduate field experiences indicates how spending intensive time in a unique cultural setting can promote critical thinking about the self, the world, and the role of educators in creating change.  \nKeywords: cross-cultural, field experience, teacher candidate, Lakota, social change  \nAILACTE Journal 57  \nRichardson and Dinkins  \nProfessional schools housed within liberal arts institutions are faced with the challenge of bridging the gap between a liberal and professional education. For schools of education, this task involves balancing between preparing students for standardized accreditation benchmarks and preparing them to be critical, dynamic thinkers with a broad knowledge base and an understanding that thinking and learning are essential to living a fulfilling life. Our institution embraces a liberal arts tradition steeped in social justice. We strive to prepare students who understand “the interconnectedness ofall life and human solidarity across ethnic and social divisions”(“The University’s Mission,” n.d., para. 5) and can act as change agents for social justice. As part of this mission, our university has worked to establish a strong international program and more than 35% of our students participate in an international experience during their tenure. Our mission is consistent with the goal of preparing teachers to work in diverse schools and, as Villegas (2007) asserts, who “are resolved to teach their students equitably [and] understand existing barriers to learning that children and youth from low-income and racial/ethnic minority backgrounds consistently encounter in school”(p. 372). Achieving this goal requires that teacher preparation programs design explicit coursework in culturally responsive pedagogies as well as field experiences that place educators in new sociocultural contexts. Field experiences in diverse, cross-cultural, place-based settings have the potential to help educators recognize injustice and develop empowering practices (Baldwin, Buchanan, & Rudisill, 2007; Greenwood, 2008). When these field experience are situated in ecologically and culturally distinct contexts, students are able to see the interconnectedness of education and place—what Smith and Sobel (2010) describe as “the human and more-than-human”(p. 21) elements needed to create socially just societies.  \nIn this article, we describe our recent collaboration with Oglala Lakota College (OLC) and the Center for American Indian Research and Native Studies (CAIRNS) in order to provide both undergraduate teacher candidates and graduate students with rich, field-based cross-cultural experiences. We begin by discussing  \n58 AILACTE Volume XI Fall 2014  \nCross-Cultural Experiences and Student Learning  \nthe research and theories shaping this collaboration, then describe the steps we took to create these partne","cbCaikLsf8spAoxR","https://ap.wps.com/l/cbCaikLsf8spAoxR","pdf",331610,16,"English","# Abstract\n# Professional schools and culturally responsive teacher preparation\n## Liberal arts vs. professional education\n## Culturally responsive pedagogies and field experiences\n# Culturally Responsive Practice and Cross-Cultural Experiences\n## Multicultural education to culturally responsive pedagogy\n## Equity, discourse, and rigorous curriculum\n# Collaboration goals and student learning","[{\"question\":\"What collaboration is described in the article?\",\"answer\":\"The article describes a collaboration between Oglala Lakota College (OLC) and the Center for American Indian Research and Native Studies (CAIRNS) to provide cross-cultural field-based experiences.\"},{\"question\":\"Why are field experiences important in teacher preparation?\",\"answer\":\"Field experiences in cross-cultural, place-based settings help educators recognize injustice and develop empowering practices, while also supporting critical thinking about self, world, and change.\"},{\"question\":\"What does culturally responsive pedagogy emphasize?\",\"answer\":\"It emphasizes connecting with students’ backgrounds, building on home dialects and languages, planning dialogic instruction, attending to classroom discourse, and maintaining a rigorous curriculum.\"}]","Life on the Reservation: Cross-cultural Field Experiences and Student Learning | PDF",1792069648]