ERIC Number: EJ905076
Record Type: Journal
Publication Date: 2010-Dec
Abstractor: As Provided
Reference Count: 42
Exploring Questions of Social Justice in Bilingual/Bicultural Teacher Education: Towards a Parity of Participation
Fitts, Shanan; Weisman, Evelyn M.
Urban Review: Issues and Ideas in Public Education, v42 n5 p373-393 Dec 2010
This qualitative study examined the development of bilingual and bicultural preservice teachers' beliefs and attitudes about social justice and its role in the education of language minority children. Fraser's in Redistribution or recognition: a political-philosophical exchange. Verso, New York, (2003) perspectival dualist framework, which calls for the consideration of both the distribution of resources and the recognition of cultural identity, was applied to the investigation of participants' social justice claims. In addition to observing these preservice teachers in their courses and conducting interviews, the researchers also analyzed the teaching practices of their bilingual-bicultural professors. Findings indicate that bilingual teacher candidates need to have space and support for reflecting upon the conflicting meanings they might ascribe to experiences and insights gained through the occupation of different identity positions. Bilingual-bicultural university professors' ability to recognize and legitimate the experiences and perspectives of bilingual/bicultural teacher candidates was significant and empowering.
Descriptors: Social Justice, Language Minorities, Preservice Teacher Education, Preservice Teachers, Minority Group Children, Bilingual Teachers, Teacher Attitudes, Teaching Methods, Bilingualism, Biculturalism, Role, College Faculty, Empowerment, Student Attitudes, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A