Mexican-American preservice teachers and the intransigency of the elementary school curriculum

Téllez, Kip

doi:10.1016/s0742-051x(98)00067-5

Cited by 50 publications

(40 citation statements)

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“…What Aurora, Estella, and Patricia Maria, and their peers of all ethnic, racial, and social class groups need are teacher educators who can situate all prospective teachers as critical inquirers into their own identities. As Tellez (1999), and Clark and Flores (2001) have noted, the questions prospective teachers ask about who they are and what they can do should be linked to how they will enable their future students' learning and achievement.…”

Section: Discussionmentioning

confidence: 99%

“…We do not yet know what effect a more diverse teaching force will have on U.S. students, as there are few teachers of color and little inquiry has been conducted on their effect on student achievement (Tellez 1999). However, a more diverse population of prospective teachers may increase the chances that voices such as those of Aurora, Estella, and Patricia Maria may be heard and taken up for discussion in their classrooms.…”

Section: Discussionmentioning

confidence: 99%

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Talking About Ourselves, Talking About Our Mothers: Latina Prospective Teachers Narrate Their Life Experiences

Gómez

2009

Urban Rev

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Through a Bakhtinian conceptual framework, this text explores Latina prospective teachers' life histories-their experiences at home, in their K-12 schooling, on campus in a Midwestern university, and in their teacher education program. Further, it shows how often, when asked about their own experiences, Latinas responded with stories of their mothers' past and present experiences. The author shows how drawing on stories of their mothers supported young women in rebutting discourses promulgated by white female peers regarding their cultural and language backgrounds, making them feel dismissed and unvalued. They used ''mother stories'' as ways to assert their strengths, knowledge, and understandings about schools and schooling. a 21-year old Latina prospective elementary teacher at State University came to my office 2 one afternoon and asked this question. Feeling angry and discouraged about interactions with her peers, Estella was considering leaving 1 The names of persons, organizations, institutions, and geographic places are pseudonyms. 2 I have been the chair of elementary education at State University since 2004, an elected position that rotates among senior faculty. As chair, I offer an overview of the program to all admitted students at the beginning of each semester, and welcome them to see me during the year with any questions and concerns.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Talking About Ourselves, Talking About Our Mothers: Latina Prospective Teachers Narrate Their Life Experiences

Gómez

2009

Urban Rev

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“…Tellez (1999) studied four female Mexican American prospective teachers enrolled in the elementary education program at the University of Houston (Texas). He investigated their purposes for teaching and experiences in their teacher education program.…”

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confidence: 99%

Who are Latino prospective teachers and what do they bring to US schools?

Gómez

Rodriguez

Agosto

2008

Race Ethnicity and Education

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In this article, the authors draw on life-history methods to investigate the family, school, university, and teacher education experiences of three Latino teacher candidates in a large, midwestern, research-oriented university in the United States. They show how in university social experiences and in teacher education classes and field experiences, these young men often felt misinterpreted in interactions with white females in particular. Also evident is their strong desire to make personal connections with youth and families they teach. The authors offer suggestions for how teacher educators can be more responsive to prospective male elementary teachers and teacher candidates of color.

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“…Within the larger context of studies on preservice teacher education, however, there is an emergent body of research that aims to amplify the voices of racial and linguistic minority preservice teachers (for examples, see Arce, 2004;Burant, 1999;Clark & Flores, 2001;Galindo, 1996;Guerrero, 2003;Jones, Young, & Rodríguez, 1999;Kornfeld, 1999;Meacham, 2000;Pailliotet, 1997;Sheets & Chew, 2002;Tellez, 1999;Zitlow & DeCoker, 1994). A common thread among these studies is the apparent mismatch between the student's own culture and that of the academic institution.…”

Section: Racial and Linguistic Diversity In Teacher Education Literaturementioning

confidence: 99%

Talkin’ in the company of my sistas: The counterlanguages and deliberate silences of Black female students in teacher education

Haddix

2012

Linguistics and Education

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Mexican-American preservice teachers and the intransigency of the elementary school curriculum

Cited by 50 publications

References 0 publications

Talking About Ourselves, Talking About Our Mothers: Latina Prospective Teachers Narrate Their Life Experiences

Talking About Ourselves, Talking About Our Mothers: Latina Prospective Teachers Narrate Their Life Experiences

Who are Latino prospective teachers and what do they bring to US schools?

Talkin’ in the company of my sistas: The counterlanguages and deliberate silences of Black female students in teacher education

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