Preparing Community-Oriented Teachers: Reflections from a Multicultural Service-Learning Project

This article focuses on the ways that one group of participants, 24 preservice teachers of color, experienced and interpreted the Banneker History project (which reconstructed the history of a local, segregated school using oral histories). Data were reported in response to three questions: whose community does service-learning serve?; what meanings do preservice teachers make of culturally responsive teaching?; and does a community orientation count in teacher education? The author reflects on and draws insights from these data. (Author)