Using Ecological Asset Mapping to Investigate Pre-Service Teachers’ Cultural Assets

Noah Borrero, Christine Yeh


We examined the impact of a pedagogical strategy, ecological asset mapping, on 19 pre-service teachers’ self-exploration, development of respect for others, and critical examination of social injustice. Data were analyzed from participants’ ecological asset maps and essays describing the experience of completing and sharing the maps. The analysis of the maps generated two themes, transitions over time and multiple identities whereas four themes emerged from the essays such as navigating support systems, self consciousness, process as pedagogy, and consciousness raising. Findings suggest ecological asset mapping can be a powerful pedagogical tool in supporting pre-service teachers’ self-awareness, respect for others, exploration of cultural assets, and development of critical consciousness.


asset mapping, pre-service teachers, social justice

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