Navigating Emotion Work by Using Community Cultural Wealth: Student Teaching Experiences of Teacher Candidates of Color

Autor/in	Maddamsetti, Jihea
Titel	Navigating Emotion Work by Using Community Cultural Wealth: Student Teaching Experiences of Teacher Candidates of Color
Quelle	In: Equity & Excellence in Education, 54 (2021) 3, S.252-270 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2021.2021615
Schlagwörter	Hispanic American Students; African American Students; Racial Bias; Ethnicity; Emotional Response; Power Structure; Practicums; Cultural Capital; Coping; Student Teachers; Critical Theory; Race; Elementary Schools; Social Justice; Social Bias + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Racial discrimination; Rassismus; Ethnizität; Emotionales Verhalten; Practicum; Praktikum; Praktika; Bewältigung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Kritische Theorie; Rasse; Abstammung; Elementary school; Grundschule; Volksschule; Soziale Gerechtigkeit
Abstract	When teacher candidates learn to teach for equity and social justice during their practicum, they must learn to deal with the emotional conflict and tension that arise from fraught racial dynamics. Because limited research has focused on teacher candidates of Color during their practicum, little is known about how they agentively navigate conflicting emotions vis-à-vis the racial power dynamics at their field placement. Informed by critical race theory and its conceptualization of emotion work and capital, in this study, I examined what types of emotional tensions one Latinx and two African American teacher candidates experienced during their practicum. I drew on counter-narrative methodology and used written reflection, interview, and field note data for the analysis. The participants often drew on their community cultural wealth--the knowledge, skills, abilities, and contacts possessed and utilized by communities of Color to survive and resist macroscale and microscale forms of oppression--to navigate conflicting and contradictory emotional norms that governed how participants ought to behave and feel at their field placement. In this article, I argue for explicit attention to the power-laden emotion work of teacher candidates of Color in their access to and embodiment of community cultural wealth during teacher education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01