Advancing Teacher Preparation through Ethnic Studies: Portraits of Filipino American Self-Identified Male Teachers

Autor/in	Curammeng, Edward R.
Titel	Advancing Teacher Preparation through Ethnic Studies: Portraits of Filipino American Self-Identified Male Teachers
Quelle	In: Race, Ethnicity and Education, 23 (2020) 3, S.454-472 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2019.1664003
Schlagwörter	Ethnic Studies; Filipino Americans; Social Development; Emotional Development; Outcomes of Education; Academic Achievement; Males; Minority Group Teachers; Teacher Education Programs; Portraiture; Critical Theory; Race; Teacher Attitudes; Self Concept; Culturally Relevant Education; Justice; Teaching Methods; High School Teachers; College Faculty; California (San Francisco); California (Los Angeles) + Suchen Sie Ihr Suchwort? Philippines; Filipino; United States; Inhabitant; People; Philippinen; Philippiner; USA; Einwohner; Bewohner; Soziale Entwicklung; Gefühlsbildung; Lernleistung; Schulerfolg; Schulleistung; Male; Männliches Geschlecht; Abbildung; Kritische Theorie; Rasse; Abstammung; Lehrerverhalten; Selbstkonzept; Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Fakultät
Abstract	At once a political and cultural intervention, Ethnic Studies as a field sought to create an education whereby students' knowledges and experiences were valued. While research demonstrating how Ethnic Studies affects students' academic and social-emotional outcomes, the prowess of Ethnic Studies, as a site for teacher preparation remains under examined in empirical research. Drawing from portraiture, critical race and Ethnic Studies frameworks, I analyze in-depth interviews, focus groups, and artifacts with Filipino American self-identified male teachers. I work to make explicit how Ethnic Studies prepared these teachers in ways their formal teacher education did not. I conclude with recommendations for how teacher education steeped in Ethnic Studies supports culturally sustaining, critically conscious, and community responsive learning for students and teachers committed to justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01