ABSTRACT
Lorie Hammond is a teacher educator at California State University at Sacramento, who works with pre-service teachers and teacher colleagues in Professional Development Schools which serve immigrant and low income students from Mexico, Southeast Asia and a variety of American roots. Her research interest is in creating community based science settings, such as school community gardens and family science nights, where immigrant parents, teachers, pre-service teachers, children, and researchers can operate as communities of learners, teaching and learning together and sharing their rich “funds of knowledge.” “Digging deeper” evolved from this setting, as an attempt to use narrative and ethnographic techniques to capture the dialogues which evolved between diverse pre-service teachers as they struggle to develop identities as teachers of children who, like themselves, are caught in profound cultural transitions.
