“…Given the previously discussed competency presumptions, the circumstances beg the question: are TEPs adapting their curriculums and pedagogy to meet the developmental needs of culturally diverse teacher candidates? Perpetual neglect of TCCs, evidenced by their under‐representation and under‐researched status in multicultural education literature (Krummel ; Sheets ), often relegates them to subpar learning experiences in diversity courses – even as they are being groomed to educate a diverse student body. Applebaum () affirms:Often the needs of systemically privileged students are tended to without consideration of the needs of marginalized students, who have the right to be able to be educated in a safe environment free from overt and covert forms of discrimination (p. 338).…”
Educational research widely neglects the effectiveness of multicultural education courses among teacher candidates of color (TCCs). In this article, the experiences of six Black preservice teachers enrolled in a diversity course are explicated to unearth nuanced pedagogical missteps that hinder their development as students of asset pedagogies. Undergirded by the five principles of critical race theory, findings reveal that TCCs exhibit varied forms of resistance to monolithic content that frame minoritized groups in the deficit. In this particular study, Front Streeting refers to the vulnerability teachers of color experience when their minoritized identities are fetishized in diversity classrooms, through an expectation of confirmed lived experiences or expert knowledge of their demographic groups. The article explores the general privileging of whiteness in multicultural education curriculum and instruction while challenging teacher educators to reconsider how to engage students from diverse demographic groups. [Asset pedagogy, teacher education, multicultural education, critical race theory, front streeting, critical pedagogy]
And a lot of time…yeah... they like…give their views on African Americans, but…they don't really put like…Caucasians in this. I mean….not the Caucasians in this class, But they don't really put like-Caucasians on Front Street.Frustrated with her peers dancing around the commonplace essentialism of Black life in curricular material and pedagogy, Imani called out the practice of compelling Black students to share lived experiences regardless of whether they feel comfortable doing it. Imani's outburst disrupted the polite criticisms offered by her friends when I asked, "Have you ever experienced anything in this class that offended you?" Evidently, she had. And the resounding echo of her sentiments by the other four Black women in the focal group interview validated her position.
“…Given the previously discussed competency presumptions, the circumstances beg the question: are TEPs adapting their curriculums and pedagogy to meet the developmental needs of culturally diverse teacher candidates? Perpetual neglect of TCCs, evidenced by their under‐representation and under‐researched status in multicultural education literature (Krummel ; Sheets ), often relegates them to subpar learning experiences in diversity courses – even as they are being groomed to educate a diverse student body. Applebaum () affirms:Often the needs of systemically privileged students are tended to without consideration of the needs of marginalized students, who have the right to be able to be educated in a safe environment free from overt and covert forms of discrimination (p. 338).…”
Educational research widely neglects the effectiveness of multicultural education courses among teacher candidates of color (TCCs). In this article, the experiences of six Black preservice teachers enrolled in a diversity course are explicated to unearth nuanced pedagogical missteps that hinder their development as students of asset pedagogies. Undergirded by the five principles of critical race theory, findings reveal that TCCs exhibit varied forms of resistance to monolithic content that frame minoritized groups in the deficit. In this particular study, Front Streeting refers to the vulnerability teachers of color experience when their minoritized identities are fetishized in diversity classrooms, through an expectation of confirmed lived experiences or expert knowledge of their demographic groups. The article explores the general privileging of whiteness in multicultural education curriculum and instruction while challenging teacher educators to reconsider how to engage students from diverse demographic groups. [Asset pedagogy, teacher education, multicultural education, critical race theory, front streeting, critical pedagogy]
And a lot of time…yeah... they like…give their views on African Americans, but…they don't really put like…Caucasians in this. I mean….not the Caucasians in this class, But they don't really put like-Caucasians on Front Street.Frustrated with her peers dancing around the commonplace essentialism of Black life in curricular material and pedagogy, Imani called out the practice of compelling Black students to share lived experiences regardless of whether they feel comfortable doing it. Imani's outburst disrupted the polite criticisms offered by her friends when I asked, "Have you ever experienced anything in this class that offended you?" Evidently, she had. And the resounding echo of her sentiments by the other four Black women in the focal group interview validated her position.
“…There is a growing body of research on the perspectives, experiences, and practices of preservice teachers of color on issues of diversity and social justice as they enter and are socialized within teacher education programs (Burant, 1999;Dilworth, 1990;Grant & Secada, 1990;Meacham, 2000;Montecinos, 1994;Sheets, 2001). This increased attention raises some important concerns and tensions that are key in understanding the preparation of Lynn in this article as a social justice educator in the multicultural social reconstuctionist teacher education program.…”
Section: Preparing African American Preservice Teachers For Diversitymentioning
confidence: 88%
“…Sheets (2001) argues that teachers of color "may not necessarily be better prepared than White teachers to succeed with children from their own or with children from other groups of color'' (p. 28). More specifically, in their pedagogical practices with a cohort of Black and Latino preservice teachers, Bennett et al (2000) contend that the intercultural dialogue among these preservice teachers of color supports their ethnic identity development and awareness of similarities and differences within and between ethnic minority groups while preparing them to teach for diversity and social justice in nonminority, minority, and mixed group settings.…”
Section: Preparing African American Preservice Teachers For Diversitymentioning
“…This may or may not be due to a lack of role models and positive images. However, the research does suggest the importance of role models especially for students of color (Keith & Keith, 1993;Finders, 1997;Sheets, 2001;Applied Research Center, 2002;Bell, 2002;Baldwin, 2004;Montecinos, 2004). In order to give the Asian-American experience agency and power and to re-position Asian-Americans inside the com mon American narrative (Wills & Mehan, 1996), teachers and students need access to culturallyauthentic texts.…”
Section: Consequences Of Under-representationmentioning
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