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ERIC Number: EJ1238098
Record Type: Journal
Publication Date: 2019
Pages: 35
Abstractor: ERIC
ISSN: ISSN-1071-4413
Transforming Teacher Education by Integrating the Funds of Knowledge of Teachers of Color
Navarro, Oscar; Quince, Christine L.; Hsieh, Betina; Deckman, Sherry L.
Review of Education, Pedagogy & Cultural Studies, v41 n4-5 p282-316 2019
For too long, the justification for recruiting teachers of Color (TOCs) has been framed as a demographic and democratic imperative (Achinstein & Ogawa, 2012). As teacher educators of Color and former elementary and secondary (K-12) teachers, the authors argue that the rationale for increasing TOCs moves beyond diversifying a workforce, but instead to disrupt racial, cultural, and linguistic inequity that center Whiteness and adversely impact students of Color (SOCs) in schools. TOCs in K-12 schools demonstrate greater effectiveness with SOCs (Ingersoll & May, 2011) and are also perceived more favorably by students of all backgrounds (Cherng & Halpin, 2016). Unfortunately, TOCs in teacher education programs confront exclusionary practices and are devalued, where the professoriate remains predominantly White (Goodwin, 2004; Ladson-Billings, 2001). With this context in mind, the authors embarked on a joint effort to incorporate pedagogical decisions into their practices at three different universities to disrupt Whiteness and, instead, center the knowledge of TOCs. Collectively, they examined the following research question: How can teacher educators of Color, draw from a funds of knowledge (FOK) framework to pedagogically support TOCs? Across three distinct contexts, they addressed the research question by: (1) integrating an asset-based approach to select SOCs to enroll in and inform the design of an undergraduate course for future TOCs; (2) reimagining who the teacher educator can be and whose knowledge can and should be accepted in classroom spaces; and (3) using relationships to form reciprocity and confianza in a space that affirms, and builds upon the experiences, and knowledge of TOCs.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A