ERIC Number: EJ1053394
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Toward an Ethnic Studies Critique for Teacher Education
Chung, Jennifer Y.; Harrison, Lisa M.
Multicultural Perspectives, v17 n1 p4-12 2015
In an effort to humanize students of color in teacher education research, this study shifts away from the question, "How can we add students of color?" and instead asks, "How might teacher education programs be transformed to make space for students of color?" To begin, we articulate an ethnic studies critique for teacher education based on the demands for ethnic studies in the late 1960s. We then apply this critique in an analysis of the experiences of twelve preservice teachers of color. We argue that teacher education may be structured--institutionally and ideologically--to hinder the success of preservice teachers of color. We conclude with three suggestions for teacher education grounded in the ethnic studies critique, which offers an alternative paradigm for thinking of students of color beyond numbers and statistics.
Descriptors: Minority Group Students, Teacher Education Programs, Ethnic Studies, Educational History, Preservice Teachers, Culturally Relevant Education, Student Experience, Interpersonal Relationship, Barriers, Academic Advising, Teacher Certification, Racial Relations, Racial Bias, Success, Minority Group Teachers, College Faculty, Teacher Characteristics, Educational Environment, Self Determination, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A