Literaturnachweis - Detailanzeige
| Autor/in | Morales-Alexander, Yasmin |
|---|---|
| Titel | Teaching to (Un)learn: Enacting Social Justice in the Identity Development of Multilingual/Latinx/BIPOC Teacher Candidates |
| Quelle | In: Journal for Multicultural Education, 17 (2023) 4, S.393-405 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2053-535X |
| DOI | 10.1108/JME-09-2022-0116 |
| Schlagwörter | Preservice Teachers; Teaching Methods; Minority Group Students; Multilingualism; Social Justice; Social Bias; Critical Literacy; Critical Thinking; Culturally Relevant Education; Student Attitudes; Self Concept; Social Studies; Consciousness Raising; Teacher Education; Professional Identity |
| Abstract | Purpose: This paper aims to describe how engaging in an inquiry-as-stance reflexive approach informed the design of a graduate-level early childhood social studies methods course to support the professional identity development of multilingual/Latinx, Black, Indigenous, people of color (ML/L/BIPOC) teacher candidates. Design/methodology/approach: Nested within a theoretical construct that articulates "unlearning as a disruptive force" (Dunne, 2016), the author used a parallel process that modeled the teaching of social studies methods grounded in critical reflections of students' cultural and linguistic assets. In so doing, the author shares how she models culturally and linguistically responsive-sustaining pedagogy in practice. Findings: The findings illustrate that in this course, students begin unlearning internalized deficit narratives that they have been socialized to believe about themselves and, often, their students. Research limitations/implications: This study is based on only four semesters of teaching one graduate-level methods course to ML/L/BIPOC early childhood educators at one institution, research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further. Originality/value: Through unlearning, ML/L/BIPOC learn to recognize their assets, dispositions, skills and capacities more fully and, thus, are more able to enact culturally responsive-sustaining pedagogy once in their own classrooms. As such, this study has value for applying critical, identity-centered and asset-based pedagogies in teacher preparation programs. (As Provided). |
| Anmerkungen | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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