Coming to Voice: Preparing Bilingual-Bicultural Teachers for Social Justice

Autor/inn/en	Fitts, Shanan; Winstead, Lisa; Weisman, Evelyn M.; Flores, Susana Y.; Valenciana, Christine
Titel	Coming to Voice: Preparing Bilingual-Bicultural Teachers for Social Justice
Quelle	In: Equity & Excellence in Education, 41 (2008) 3, S.357-371 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	Social Justice; Preservice Teachers; Bilingualism; Biculturalism; Student Attitudes; Hispanic American Students; Personal Narratives; Racial Bias; Individualism; Student Experience; Competition; Cultural Differences; California + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Bilingualismus; Bikulturalität; Schülerverhalten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Erlebniserzählung; Racial discrimination; Rassismus; Individualismus; Studienerfahrung; Wettkampf; Kultureller Unterschied; Kalifornien
Abstract	This study examined the development of bicultural voice in Latina/o preservice teachers. Researchers used survey, interview, and observational data to probe students' knowledge, beliefs, and orientations related to teaching culturally and linguistically diverse students. The researchers found that the bilingual cohort courses afforded students with opportunities to juxtapose personal narratives with broader social contexts, thereby allowing students to examine and critique the ideology and curricula of schools. The authors assert that cultivating social justice orientations in bilingual-bicultural preservice teachers is crucial to the empowerment of bilingual-bicultural teachers and their students. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10