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Special Thematic Section on Underrepresented Communities

An autoethnographic exploration of ABCD within a rural pre-service education course

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Pages 5-19 | Received 25 Jul 2023, Accepted 28 Jul 2023, Published online: 07 Aug 2023
 

ABSTRACT

Studies of community engagement in preservice teacher education include quality field experiences and the development of cultural competencies. However, fewer scholarly conversations focus on rural preservice teacher education programs, and even fewer tackle the issue of quality field experiences that help develop preservice teachers’ cultural competencies. Utilizing autoethnographic research methods, this study highlights how the tenets of asset based community development (ABCD) were integrated into an education course. Findings highlight the limitations of ABCD, students’ responses to the tenets, and the community’s responses to diversity efforts. In addition, this study highlights assets and networks that supported students’ learning of diverse literature within the rural community. Implications for preservice teacher education, problematizing the limits of ABCD, and continued studies of ABCD using autoethnographic methods.

Disclosure statement

No potential conflict of interest was reported by the author(s).

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