This article explores the marginalized contexts of rural and Native American communities that have made recruitment and retention in teacher education inequitable in remote areas. Through facilitating a Culturally Responsive Pedagogy workshop series with schools in a neighboring rural county, having a large Native population and a very low student academic achievement rate, we discovered strong resistance from local educators to the notion of “culture” influencing student achievement. Our disappointment in the outcomes of the workshops caused us to examine the services our university provided to rural and Native place-based pre-service educators. As a result, we created a Satellite program to more responsively meet rural teachers’ unique needs and circumstances. By providing greater access to higher education and teacher licensing for students in remote locations, and by embedding equity, diversity, inclusion, and culturally relevant curriculum in all Satellite coursework, we hope to produce teachers who will return to their communities committed to improving schools and promoting equity and social-emotional and academic success for their future students.

中文翻译：

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面向农村和原住民社区的文化响应式教师教育

本文探讨了农村和美洲原住民社区的边缘化环境，这些环境导致偏远地区教师教育的招聘和保留不公平。通过与邻近农村县的学校举办文化响应教育研讨会系列，当地人口众多且学生学业成绩非常低，我们发现当地教育工作者对“文化”影响学生成绩的概念有强烈抵制。我们对讲习班的结果感到失望，这促使我们检查我们的大学为农村和本土的职前教育工作者提供的服务。因此，我们创建了一个卫星计划，以更好地满足农村教师的独特需求和情况。