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|\n\nNoah Borrero, University of San Francisco  \nAsra Ziauddin, Jefferson Union High School District, Dale City California Alexandra Ahn, Aspire Richmond California College Preparatory Academy  \nAbstract  \nThis paper presents the voices of thirteen pre-and in-service teachers to showcase their perspectives of culturally relevant pedagogy as a teaching framework. Positionality, critical consciousness, and cultural assets are used as foundations to explore social justice pedagogy. These new teachers discuss the challenges they face in making the transition from the university to the K-12 classroom. Specifically, they identify generalized assumptions about ethnicity by practicing teachers to underscore the existing models for cultural relevance at their school sites. They speak to confronting these generalizations by trying to authentically center their students’ lived experiences in their pedagogy and building curriculum that focuses on students’ strengths. Findings are discussed in terms of the need for us as teacher educators to learn from and with new teachers to model equitable practices and develop programs that push traditional understandings of culturally relevant pedagogy.  \nKeywords: culturally relevant pedagogy; new teachers; teaching for social justice; urban education  \nIntroduction  \nWhile attacks on public education in the United States continue to focus on monolithic conceptions of academic achievement and the differences of test scores between students of Color and White students, the voices of actual classroom teachers remain silenced (Kincheloe, 2008) . This isin part because teachers have historically been removed from national policy and debate about education reform, and because current trends towards standardization and testing are stripping teachers of their agency and ingenuity (e.g. Kumashiro, 2012) . The blaming of teachers is not necessarily new, nor is the reductionistic portrayal of student achievement and success (Ayers & Ayers, 2014) . However, as teacher educators and scholars committed to equity and access for all students, we must find new and effective ways to amplify the voices of classroom teachers in educational research.  \nOne possibility is to focus on what is new in our schools and in our university programs. We can envision a movement of new teachers who hold the potential to bring change that not only resists the pressure to make our schools laboratories for test makers, but in the process re-ignites  \nthe learning power and potential of our diverse and talented students. The fact is that the number of new teachers entering our urban schools continues to grow (Kaiser, 2011) and there is a contingent of these teachers who are entering the profession not just to bring more equitable educational experiences back to their own communities, but to radically change the very education they received in their community schools (Kohli, 2012) . These teachers hold the potential to impact students’ lives for the better daily, and to help us, as educational researchers and teacher educators, counter the contemporary narrative that youth of Color—their schools, their teachers, and their communities—are not successful.  \nAs a step in the process of countering this deficit narrative (Yosso, 2005), this article attempts to present the voices ofa group of new teachers in a teacher education program committed to preparing urban teachers with a commitment to social justice (Borrero, 2016). As a part oftheir acceptance into this teacher education program, all of the participants expressed a focus on working to provide more equitable educational opportunities for urban youth. In this way, these new teachers are part ofa wave of new educators who see their career choice as one of being a change agent (Duncan-Andrade, 2007; Kohli, 2012; Picower, 2012) . They are not on a fast track to earn their t","cbCaiu5xENJvYAtv","https://ap.wps.com/l/cbCaiu5xENJvYAtv","pdf",632180,18,"English","# Abstract\n# Introduction\n## Theoretical Framework: The Importance of Teachers and Teaching for Justice","[{\"question\":\"What is the focus of the paper’s study?\",\"answer\":\"The paper highlights thirteen pre- and in-service teachers’ perspectives on culturally relevant pedagogy and how it connects to social justice pedagogy.\"},{\"question\":\"What challenges do new teachers face when transitioning to K-12 classrooms?\",\"answer\":\"They describe difficulties in moving from university to K-12 settings, including generalized assumptions about students’ ethnicity held within existing teaching models.\"},{\"question\":\"How does the theoretical framework address issues in public education?\",\"answer\":\"It discusses how attacks on public education promote narrow achievement measures through standardization and testing, shaping teachers’ and students’ experiences and outcomes.\"}]","Teaching for Change - New Teachers’ Experiences with and Visions for Culturally Relevant Pedagogy | PDF",1792089595,45]