Literaturnachweis - Detailanzeige
| Autor/in | Jackson, Tambra O. |
|---|---|
| Titel | Perspectives and Insights from Preservice Teachers of Color on Developing Culturally Responsive Pedagogy at Predominantly White Institutions |
| Quelle | In: Action in Teacher Education, 37 (2015) 3, S.223-237 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6620 |
| DOI | 10.1080/01626620.2015.1048007 |
| Schlagwörter | Institutional Characteristics; Disproportionate Representation; White Students; Minority Group Students; Preservice Teachers; Student Attitudes; Longitudinal Studies; Culturally Relevant Education; Teacher Education; Questionnaires; Qualitative Research; Critical Theory; Race; Diversity (Faculty); Demography; Student Characteristics |
| Abstract | This article reports findings from the first phase of a longitudinal study that explored the influence of teacher education at a predominantly White institution (PWI) on the development of preservice teachers' of Color culturally responsive pedagogy. Despite the overwhelming presence of White preservice teachers enrolled in teacher preparation programs across the nation, the author argues that programs need to pay attention to the specific needs of preservice teachers of Color. The assumption is often made that preservice teachers of Color already know how to enact culturally responsive pedagogy. However, analysis of qualitative responses from a questionnaire presented here demonstrates that is not necessarily the case. The precarious predicaments and ambivalence that many preservice teachers of Color face at PWIs are documented and explained using critical race theory and culturally responsive pedagogy as theoretical frameworks for analysis. In addition to having limited understandings of culturally responsive pedagogy, preservice teachers of Color noted a lack of commitment from their programs and program faculty as factors that impacted their development of culturally responsive pedagogy. The author concludes with recommendations for teacher education programs at PWIs. (O)ne prof [professor] mentioned she went to a conference in Alabama. The keynote speaker was an African American female educator/researcher. The prof mentioned a valid point the woman said about educating African American students but then went on to undercut the speaker's claim by saying something such as "well, duh, that seems to be a best practice for all students!" Comments as such were frequently repeated and undercut just as much when culturally responsive teaching was mentioned. Most of the profs seem to subscribe to the same message--best practices are best practices no matter a child's race, gender, etc. I think, also, the lack of diversity among the staff at the college of education is no mere coincidence and such highlights the college's lack of concern or care for cultural diversity and as well culturally responsive teaching. How can a college that lacks diversity teach diversity? HA! (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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