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

References

• Ajilore, O., & Willingham, Z. (2019). Redefining rural America. Center for American Progress. Retrieved July 17, 2019, from https://www.americanprogress.org/issues/economy/reports/2019/07/17/471877/redefining-rural-america/
   Google Scholar
• Anthony-Stevens, V., Gehlken, E., Jones, C., Day, S., & Gussenhoven, S. (2017). ‘I am assumed to be someone who doesn’t have to deal with diversity’: Countering the denial of diversity in rural teacher education. Multicultural Education Review, 9(4), 270–288. https://doi.org/10.1080/2005615X.2017.1383813
   Web of Science ®Google Scholar
• Anthony-Stevens, V., & Langford, S. (2020). “What do you need a course like that for?” Conceptualizing diverse ruralities in rural teacher education. Journal of Teacher Education, 71(3), 332–344. https://doi.org/10.1177/0022487119861582
   Web of Science ®Google Scholar
• Bauml, M., Castro, A. J., Field, S. L., & Morowski, D. L. (2016). Learning from preservice teachers’ thoughts about teaching in urban schools: Implications for teacher educators. Education and Urban Society, 48(1), 4–29. https://doi.org/10.1177/0013124513514603
   Web of Science ®Google Scholar
• Biddle, C., Mette, I., & Mercado, A. (2018). Partnering with schools for community development: Power imbalances in rural community collaboratives addressing childhood adversity. Journal of the Community Development, 49(2), 191–210. https://doi.org/10.1080/15575330.2018.1429001
   Web of Science ®Google Scholar
• Bishop, R. S. (1990). Windows and mirrors: Children’s books and parallel cultures. In Reading Conference, California State University, San Bernadino (pp. 3–12).
   Google Scholar
• Blad, E. (2019). Nearly one in five U.S. students attend rural schools. Here’s what you should know about them. https://www.edweek.org/education/nearly-one-in-five-u-s-students-attend-rural-schools-heres-what-you-should-know-about-them/2019/11
   Google Scholar
• Boyle-Baise, M., & Sleeter, C. E. (2000). Community-based service learning for multicultural teacher education. Educational Foundations, 14(2), 33–50.
   Google Scholar
• Bronfenbrenner, U. (1976). The experimental ecology of education. Educational Researcher, 5(9), 5–15. https://doi.org/10.3102/0013189X005009005
   Google Scholar
• Brouwer, P., Brekelmans, M., Nieuwenhuis, L., & Jan Simons, R. (2012). Fostering teacher community development: A review of design principles and a case study of an innovative interdisciplinary team. Learning Environment Research, 15(3), 319–344. https://doi.org/10.1007/s10984-012-9119-1
   Google Scholar
• Burton, M., Brown, K., & Johnson, A. (2013). Storylines about rural teachers in the United States: A narrative analysis of the literature. Journal of Research in Rural Education, 28(12), 1–18.
   Google Scholar
• Causey, V. E., Thomas, C. D., & Armento, B. J. (2000). Cultural diversity is basically a foreign term to me: The challenges of diversity for preservice teacher education. Teaching and Teacher Education, 16(1), 33–45. https://doi.org/10.1016/S0742-051X(99)00039-6
   Web of Science ®Google Scholar
• Chiu, C. L., Sayman, D., Carrero, K. M., Gibbon, T., Zolkoski, S. M., & Lusk, M. E. (2017). Developing culturally competent preservice teachers. Multicultural Perspectives, 19(1), 47–52. https://doi.org/10.1080/15210960.2017.1267515
   Web of Science ®Google Scholar
• Choi, J. (2008). Unlearning colorblind ideologies in education class. Educational Foundations, 22, 53–71.
   Google Scholar
• Clandinin, D. J., Pushor, D., & Orr, A. M. (2007). Navigating sites for narrative inquiry. Journal of Teacher Education, 58(1), 21–35. https://doi.org/10.1177/0022487106296218
   Web of Science ®Google Scholar
• Cooper, J. (2007). Strengthening the case for community-based learning in teacher education. Journal of Teacher Education, 58(3), 245–255. https://doi.org/10.1177/0022487107299979
   Web of Science ®Google Scholar
• Cooperative Children’s Book Center. (2019). Diversity Resources. Retrieved from Diversity Resources - Cooperative Children’s Book Center (wisc.edu)
   Google Scholar
• Crenshaw, K. W. (2017). On intersectionality: Essential writings. The New Press.
   Google Scholar
• Darling-Hammond, L. (2004). The color line in American education: Race, resources, and student achievement. Du Bois Review: Social Science Research on Race, 1(2), 213–246. https://doi.org/10.1017/S1742058X0404202X
   Google Scholar
• Denzin, N. K. (2014). Interpretive autoethnography (2nd ed.) Sage. https://doi.org/10.4135/9781506374697
   Google Scholar
• Denzin, N. K., & Lincoln, Y. (2005). Handbook of qualitative research (3rd ed.). Sage.
   Google Scholar
• Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Historical Social Research/Historische Sozialforschung, 1(1), 273–290.
   Google Scholar
• Ennis, G., & West, D. (2010). Exploring the potential of social network analysis and asset based community development practice and research. Australian Social Work, 63(4), 404–417. https://doi.org/10.1080/0312407X.2010.508167
   Web of Science ®Google Scholar
• Forrester, G., Kurth, J., Vincent, P., & Oliver, M. (2020). Schools as community assets: An exploration of the merits of an asset-based community development (ABCD) approach. Educational Review, 72(4), 443–458. https://doi.org/10.1080/00131911.2018.1529655
   Web of Science ®Google Scholar
• Garcia, I. (2020). Asset-based community development: Core principles. In Research handbook on community development. Edward Elgar Publishing. https://doi.org/10.4337/9781788118477.00010
   Google Scholar
• Greenough, R., & Nelson, S. R. (2015). Recognizing the variety of rural schools. Peabody Journal of Education, 90(2), 322–332. https://doi.org/10.1080/0161956X.2015.1022393
   Google Scholar
• Hamilton, M. L., Smith, L., & Worthington, K. (2008). Fitting the methodology with the research: An exploration of narrative, self-study, and auto-ethnography. Studying Teacher Education, 4(1), 17–28. https://doi.org/10.1080/17425960801976321
   Google Scholar
• Han, K. T., & Leonard, J. (2017). Why diversity matters in rural America: Women faculty of color challenging whiteness. The Urban Review, 49(1), 112–139. https://doi.org/10.1007/s11256-016-0384-7
   Google Scholar
• Healy, K. (2005). The strengths perspective. In K. Healy (Ed.), Social work theories in context: A critical introduction (pp. 151–171). Palgrave Macmillan.
   Google Scholar
• Hooks, B. (2003). Teaching community: A pedagogy of hope. Routledge.
   Google Scholar
• Howley, C. W. (2006). Remote possibilities: Rural children’s educational aspirations. Peabody Journal of Education, 81(2), 62–80. https://doi.org/10.1207/S15327930pje8102_4
   Google Scholar
• Johnson Butterfield, A. K., Yeneabat, M., & Moxley, D. P. (2016). “Now I know my ABCDs”: Asset-based community development with school children in Ethiopia. Children & Schools, 38(4), 199–208. https://doi.org/10.1093/cs/cdw031
   Web of Science ®Google Scholar
• Johnston, R., & Davis, R. (2008). Negotiating the dilemmas of community‐based learning in teacher education. Teaching Education, 19(4), 351–360. https://doi.org/10.1080/10476210802436492
   Google Scholar
• Kline, J., White, S., & Lock, G. (2013). The rural practicum: Preparing a quality teacher workforce for rural and regional Australia. Journal of Research in Rural Education, 28(3), 1–13.
   Google Scholar
• Kretzmann, J., & McKnight, J. P. (1996). Assets-based community development. National Civic Review, 85(4), 23–30. https://doi.org/10.1002/ncr.4100850405
   Google Scholar
• Landa, M. S., & Stephens, G. (2017). Promoting cultural competence in preservice teacher education through children’s literature: An exemplary case study. Issues in Teacher Education, 26(1), 53–71.
   Google Scholar
• Lee, R. E., Eckrich, L. L., Lackey, C., & Showalter, B. D. (2010). Pre-service teacher pathways to urban teaching: A partnership model for nurturing community-based urban teacher preparation. Teacher Education Quarterly, 37(3), 101–122.
   Google Scholar
• Levine, T. H., & Marcus, A. S. (2010). How the structure and focus of teachers’ collaborative activities facilitate and constrain teacher learning. Teaching and Teacher Education, 26(3), 389–398. https://doi.org/10.1016/j.tate.2009.03.001
   Web of Science ®Google Scholar
• Lord, G., & Lomicka, L. (2008). Blended learning in teacher education: An investigation of classroom community across media. Contemporary Issues in Technology and Teacher Education, 8(2), 158–174.
   Google Scholar
• Mathie, A., & Cunningham, G. (2003). From clients to citizens: Asset-based community development as a strategy for community-driven development. Development in Practice, 13(5), 474–486. https://doi.org/10.1080/0961452032000125857
   Google Scholar
• Mcdonald, M., Tyson, K., Brayko, K., Bowman, M., Delport, J., & Shimomura, F. (2011). Innovation and impact in teacher education: Community-based organization as field placements for preservice teachers. Teachers College Record, 113(8), 1668–1700. https://doi.org/10.1177/016146811111300803
   Web of Science ®Google Scholar
• Mehmood, T., Hussain Ch, A., & Saeed, A. (2016). Community development through open learning and distance education. Bulletin of Education Research, 38(1), 183–196.
   Google Scholar
• Milner, H. R. (2006). Preservice teachers’ learning about cultural and racial diversity: Implications for urban education. Urban Education, 41(4), 343–375. https://doi.org/10.1177/0042085906289709
   Web of Science ®Google Scholar
• Milner, H. R. (2012). But what is urban education? Urban Education, 47(3), 556–694. https://doi.org/10.1177/0042085912447516
   Web of Science ®Google Scholar
• Missingham, B. D. (2017). Asset based learning and the pedagogy of community development. Community Development, 48(3), 339–350. https://doi.org/10.1080/15575330.2017.1291528
   Web of Science ®Google Scholar
• Moffa, E., & McHenry-Sorber, E. (2018). Learning to be rural: Lessons about being rural in teacher education programs. The Rural Educator, 39(1), 26–39. https://doi.org/10.35608/ruraled.v39i1.213
   Google Scholar
• Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
   Google Scholar
• Movement Advancement Project. (2019). Where we call home: LGBTQ people in rural America. https://www.lgbtmap.org/file/lgbt-rural-report.pdf.
   Google Scholar
• NCES. (2016). Selected statistics from the public elementary and secondary education universe: School year 2015-2016. https://nces.ed.gov/pubs2018/2018052/tables/table_04.asp
   Google Scholar
• Nelson, P. B., Oberg, A., & Nelson, L. (2010). Rural gentrification and linked migration in the United States. Journal of Rural Studies, 26(4), 343–352. https://doi.org/10.1016/j.jrurstud.2010.06.003
   Web of Science ®Google Scholar
• Nganga, L., & Laughlin, P. 2011. Preparing culturally responsive rural early childhood educators: Infusing diversity into multiple course work. In D. T. Williams & T. L. Mann, Eds., Early childhood education in rural communities: Access and quality issuespp. 119–145. Frederick D. Patterson Research Institute. http://www.ruraledu.org/user_uploads/file/EarlyChildhood.pdf
   Google Scholar
• Powell, R. P., Sobel, D., Hess, R. S., & Verdi, M. (2001). The relationships between situated cognition and rural preservice teachers’ knowledge and understanding of diversity. Journal of Research in Rural Education, 17(2), 71–83.
   Google Scholar
• Rhodes, M. E. (2011). Increased diversity in rural areas: One school’s response to change [ Doctoral dissertation]. Ohio University. https://etd.ohiolink.edu/apexprod/rws_etd/send_file/send?accession=ohiou1305135075&disposition=
   Google Scholar
• Seidl, B., & Friend, G. (2002). Leaving authority at the door: Equal-status community-based experiences and the preparation of teachers for diverse classrooms. Teaching and Teacher Education, 18(4), 421–433. https://doi.org/10.1016/S0742-051X(02)00007-0
   Web of Science ®Google Scholar
• Showalter, D., Hartman, S. L., Johnson, J., & Klein, B. (2019). Why rural matters 2018-2019: The time is now. A Report of the Rural School and Community Trust. https://www.ruraledu.org/WhyRuralMatters.pdf
   Google Scholar
• Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94–106. https://doi.org/10.1177/0022487101052002002
   Web of Science ®Google Scholar
• Szucs, L. E., Shipley, M., McNeill, E. B., Housman, J., & Vinal, C. (2020). Developing preservice teachers’ cultural competency through urban immersion. American Journal of Health Studies, 34(2), 69–79. https://doi.org/10.47779/ajhs.2019.34
   Google Scholar
• U.S. Census. (2022). QuickFacts: Newark city, Ohio. https://www.census.gov/quickfacts/fact/table/newarkcityohio
   Google Scholar
• Wenger, K. J., & Dinsmore, J. (2005). Preparing rural preservice teachers for diversity. Journal of Research in Rural Education, 20(10), 1–15.
   Google Scholar
• Zeichner, K. (2014). The politics of learning to teach from experience. Learning Teaching from Experience: Multiple Perspectives and International Contexts, 40(5), 257–268. https://doi.org/10.1080/02607476.2014.956544
   Google Scholar
• Zeichner, K. (2016). Advancing social justice and democracy in teacher education: Teacher preparation 1.0, 2.0, and 3.0. Kappa Delta Pi Record, 52(4), 150–155. https://doi.org/10.1080/00228958.2016.1223986
   Google Scholar