I did not realize that my teacher had taken away part of my identity”
Bilingual preservice teachers’ virtual libraries project
Bibliographic Data
| ID | 13017273 |
|---|---|
| Authors | Katherine Espinoza (0000-0001-6939-3509, Texas A&M University – San Antonio, corresponding author), Karen L Kohler (0000-0003-2087-2159, Texas A&M University – San Antonio) |
| Year | 2022 |
| Volume | 17 |
| Issue | 2 |
| Pages | 168-183 |
| Publication date | 2022-09-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal for Multicultural Education (JOURNAL) |
| Journal identifiers | ISSN: 2053-535X • E-ISSN: 2053-5368 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/jme-06-2022-0069 |
| OpenAlex | W4296367464 |
| Language | EN |
| Citations received | 3 |
| References cited | 39 |
Purpose The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how they were able to use their experiential knowledge to create a virtual library based on a variety of topics related to multicultural education. Design/methodology/approach This qualitative case study examines the experiences of three BPST candidates within a multicultural education course during the fall 2020 semester. The authors focused on three preservice teachers’ written reflections, interviews and work samples based on a virtual library project. Findings The authors describe the critical role BPST preparation programs have in developing coursework that provides opportunities for building a positive self-identity that values life experiences. Such opportunities foster BPSTs’ ability to create lessons that are reflective of identity and diversity inclusive of culture, language, immigration and LGBTQ+. Originality/value For some time now, researchers have examined how teacher education programs should include opportunities to interrogate preservice teachers' own experiences in K-12. However, few researchers have directly documented how to connect these experiences to preservice teacher coursework and create classroom resources based on these critical reflections
Coursework · Identity (music · Mathematics education · Multicultural education · Multiculturalism · Originality · Pedagogy · Qualitative research · Social science · Sociology · Teacher education · Variety (cybernetics · Computer Science · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology
Combating Inequalities in Two-Way Language Immersion Programs
Centering Black Girls’ Literacies
Silencing the Subaltern
Race without Racism
Funds of Identity
“We Have a Strong Way of Thinking … and It Shows through Our Words”
Selective intercultural sensitivity to different sources of cultural identity
Professional development for teachers meeting cross-cultural challenges
Teachers as change agents
Contracting race
Ethnic and Urban Intersections in the Classroom
This is What My Kids See Every Day”
The sociopolitical struggle and promise of bilingual teacher education
Critical race reflections
Haciendo que hacer - cultivating a Mestiza worldview and academic achievement
Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars
Video use in teacher education
Reclaiming the “Other”
Racist and Raciolinguistic Teacher Ideologies
Identity Production in Figured Worlds
Using a Xicana Feminist Framework in Bilingual Teacher Preparation
So it Takes Extra Time and Effort, Pero, Vale la Pena”
A Question of Representation in Educational Discourse
The Diverse Immigrant Student Experience
Variation in Teacher Preparation
Funds of knowledge for teaching
Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework
Placing Equity Front and Center
Critical Race Methodology
| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |