ABSTRACT
Much of the research on teaching for urban schools is grounded in cultural difference theory. This chapter provides opportunities for Jamaican Migrant teacher educators to experience “transformative moments” that will motivate them to develop and practice critical and culturally responsive pedagogy. It explains an educator whose guidance models critically conscious practice as a means of demonstrating the intrinsic value of modeling as a teaching tool, and the importance of modeling critical consciousness and sensitivity as a means of encouraging the use of critical pedagogy. The chapter suggests that the real challenge in preparing teachers to work in urban inner-city schools is to devise ways to help them understand and problematize their student’s social and political status as subordinated individuals who exist in subordinated cultures. In spite of their better intentions to use more progressive student-centered methods, teacher educators continued to teach in teacher-centered ways.
