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ERIC Number: EJ902698
Record Type: Journal
Publication Date: 2010
Pages: 7
Abstractor: ERIC
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1068-3844
Reproducing and Interrupting Subtractive Schooling in Teacher Education
Gainer, Jesse S.; Larrotta, Clarena
Multicultural Education, v17 n3 p41-47 Spr 2010
In this article, the authors describe qualitative research conducted in the large and diverse states of California and Texas that examine the beliefs and experiences of preservice teachers in relation to issues of cultural and linguistic diversity and education. In this research, the authors found that even within teacher preparation programs, which are designed to reproduce the status quo, there are small spaces that can interrupt the mainstream. The authors present four narrative examples to illustrate the complex ways in which White monolingual education students interacted with the diversity issues that arose during their teacher preparation programs. Although the structures of the teacher education programs and the mindsets of most students seemed to downplay the importance of diversity pedagogy, evidence showed small ways in which teacher candidates seemed to accommodate multicultural frameworks into their everyday practice. The authors share some examples to highlight what they mean by "interruptions." They contend that such interruptions of the reproduction of status quo school inequities and subtractive schooling offer potentially powerful springboards for teacher educators working with populations of largely White, monolingual, middle-class preservice teachers.
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Texas