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ERIC Number: EJ1104252
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1361-3324
EISSN: N/A
Surviving Teacher Education: A Community Cultural Capital Framework of Persistence
Tolbert, Sara; Eichelberger, Serina
Race, Ethnicity and Education, v19 n5 p1025-1042 2016
In this article, we communicate the experiences of a bilingual/biracial Peruvian-Anglo European student teacher, Serina, enrolled in a "teacher education for diversity" program. Although the majority of the 13 (mostly Anglo European) students in Serina's cohort expressed satisfaction with the social justice focus of the program, Serina was frustrated by the mixed messages she received about teacher professionalism as both "teaching for social change" and as "deference to power". Serina was often vocal in her critique and, as a result, endured and negotiated cumulative microaggressions throughout her teacher education program. Despite these challenges, she drew on her community cultural capital to become a credentialed science teacher in an underserved urban middle school. Serina's experiences compel us to think about how teacher educators might better support pre-service Teachers of Color--particularly as we strive to more actively recruit Teachers of Color to our teacher education programs. Implications for "becoming" more socially just teacher educators are also discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A