Exploring Questions of Social Justice in Bilingual/Bicultural Teacher Education: Towards a Parity of Participation

Abstract

This qualitative study examined the development of bilingual and bicultural preservice teachers' beliefs and attitudes about social justice and its role in the education of language minority children. Fraser's in Redistribution or recognition: a political-philosophical exchange. Verso, New York, (2003) perspectival dualist framework, which calls for the consideration of both the distribution of resources and the recognition of cultural identity, was applied to the investigation of participants' social justice claims. In addition to observing these preservice teachers in their courses and conducting interviews, the researchers also analyzed the teaching practices of their bilingual-bicultural professors. Findings indicate that bilingual teacher candidates need to have space and support for reflecting upon the conflicting meanings they might ascribe to experiences and insights gained through the occupation of different identity positions. Bilingual-bicultural university professors' ability to recognize and legitimate the experiences and perspectives of bilingual/bicultural teacher candidates was significant and empowering.

The Development of Collaborative Advocacy: Dialogic Engagements Over Time and Texts

“…Studies of preservice and inservice ESL and bilingual teachers suggest that programs explicitly focused on advocacy or social justice are needed to cultivate such advocacy orientations (Athanases & de Oliviera, 2008; Fitts & Weisman, 2010), with the exception of Linville (2016, 2020) whose findings suggest that time in teacher education programs and knowledge of standards are positively associated with beliefs in the importance of advocacy and advocacy activities. Learning to be advocates has been directly tied to the explicit focus on educational equity in one teacher education program by fostering candidates’ understandings of disparities, language development, pedagogy, and larger forces impacting ELs (Athanases & de Oliveira, 2008).…”

“…Yet, such guidance is difficult to follow when educators find sparse resources to support advocacy (Linville & Whiting, 2019), in part because EL programs and teachers hold marginalized positions in the U.S. policy contexts (Fitts et al, 2008; Fitts & Weisman, 2010; Harper et al, 2008; Trickett et al, 2012). Furthermore, standards and frameworks often do not define advocacy or collaboration (Harrison & McIlwain, 2019), or, have a “needs-and-strategies” orientation over the development of critical orientations, key to advocacy work (Fitts et al, 2008; Palmer & Martínez, 2013, p. 272).…”

Prospective Teachers from Urban Environments Examine Causes of the Achievement Gap in the United States

“…Standard English, academic skills, preparation for college). Truly bicultural teachers are rare, but often extremely effective (Fitts & Weisman, 2010). Theoretically, teachers highly adept in both areas are better suited to be "cultural glue" or "cultural translators", able to help connect the academic requirements to the students' non-school lives.…”