Author Identifier (ORCID)
Abdelhamid Helmy Safa: https://orcid.org/0009-0006-0491-3706
Abstract
This paper critically examines the transformative potential of integrating Community Engagement (CE) and Culturally Responsive Pedagogy (CRP) within Initial Teacher Education (ITE) programs globally. It highlights the significance of community-based learning and the Funds of Knowledge (FoK) framework in preparing educators to address the complexities of superdiverse classrooms. Through a systematic review, the study identifies effective practices and systemic barriers in ITE, advocating for a paradigm shift that aligns teacher preparation with the cultural realities of students. The proposed model synthesizes CRP, CE, and FoK to cultivate critical consciousness and adaptive expertise, essential for fostering inclusive learning environments. By providing actionable recommendations for reimagining ITE, this paper promotes equity and educational justice, asserting that nurturing culturally competent educators is crucial for the success of all learners in an interconnected world. Ultimately, this vision paves the way for a more equitable educational future, where diversity is celebrated as a cornerstone of effective teaching and learning.
Document Type
Journal Article
Date of Publication
11-1-2025
Volume
57
Issue
9
Publication Title
Education and Urban Society
Publisher
Sage
School
Centre for Learning and Teaching
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
First Page
923
Last Page
945
Comments
Safa, A. H. (2025). Educate, elevate, empower: Shaping future-ready teachers for superdiverse classrooms. Education and Urban Society, 57(9), 923–945. https://doi.org/10.1177/00131245251352532