Literaturnachweis - Detailanzeige
| Autor/inn/en | Braunstein, Lauren B.; Ozdemir, Ozgur; Garcia, Chad |
|---|---|
| Titel | "Danger of a Single Story": Pre-Service Teachers' of Color Use of an Online Discussion Board to Discuss the Essentialization of Culture |
| Quelle | In: Multicultural Learning and Teaching, 16 (2021) 1, S.5-27 (23 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2161-2412 |
| DOI | 10.1515/mlt-2019-0008 |
| Schlagwörter | Preservice Teachers; Minority Group Students; Minority Group Teachers; Student Diversity; Elementary Secondary Education; Teacher Recruitment; Culturally Relevant Education; Cultural Awareness; Student Attitudes; Identification (Psychology); Racial Identification; Racial Factors; Teacher Education Programs; Equal Education; Group Discussion; Computer Mediated Communication; Race; Social Influences; Misconceptions; Multiracial Persons; Interpersonal Relationship |
| Abstract | The current demographic gap that exists between a predominantly white and female teacher force and an increasing diverse K-12 student population has prompted a focus on the recruitment and retainment of teachers of color. These recruitment and retainment efforts at times come at "the expense of preparation" (Gist, 2014, p. 266). Further, education scholars have critiqued teacher education due to the exclusion of the voices and experiences of pre-service teachers of color (Sleeter & Thao, 2007; Takimoto Amos, 2016). With the goal of improving the preparation of pre-service teachers of color, this article offers a concrete pedagogical strategy to build on the cultural and linguistic resources of pre-service teachers of color. In addition, the authors discuss how pre-service teachers of color enrolled in Diversity in Education course responded to the TED Talk "Danger of a Single Story" (Adiche, 2009). In response to the prompt "What do you wish people really knew about your identity", three themes were illuminated: (1) Resisting Essentializing, and Racializing Discourses; (2) Hybrid Identities; and (3) Solidarity, and Community Building. The authors discuss how constructivist learning and culturally responsive pedagogies should be utilized to build equitable teacher education programs for all pre-service teachers. Additionally, best practices, recommendations, and strategies are included for the use of the online discussion boards as productive sites for critical thought. (As Provided). |
| Anmerkungen | De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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