© 2016 – Routledge
138 pages | 1 B/W Illus.
Cultivating Racial and Linguistic Diversity in Literacy Teacher Education examines how English and literacy teacher education—a space dominated by White, English-monolingual, middle class perspectives—shapes the experiences of preservice teachers of color and their construction of a teacher identity.
Significant and timely, this book focuses attention on the unique needs and perspectives of racially and linguistically diverse preservice teachers in the field of literacy and English education and offers ways to improve teacher training to better meet the needs of preservice teachers from all racial, ethnic, and linguistic backgrounds. These changes have the potential to diversify the teacher force and cultivate teachers who bring rich racial, cultural, and linguistic histories to the field of teaching.
Chapter One: Being the "Only One": The Importance of Teacher Diversity for Literacy and English Education
Chapter Two: Teacher Educator by Day, Homeschooling Parent by Night: Examining Paradoxes in Being a Black Woman Teacher Educator
Chapter Three: "So-Called" Social Justice Teaching and Multicultural Teacher Education: Rhetoric and Realities
Chapter Four: Becoming "Urban" Teachers: Teaching for Social Justice, Behavior "Management", and Methodological Overload
Chapter Five: Hybrid Teacher Identities: Sustaining Our Racial and Linguistic Selves in the Classroom
Chapter Six: The Counterlanguages and Deliberate Silences of Preservice Teachers of Color
Chapter Seven: New Voices, New Identities: Diversifying the Literacy and English Teacher Force
Appendix A: A Note on Methodology
Appendix B: Transcription Coding System
The NCTE-Routledge Research Series
Valerie Kinloch, The Ohio State University
Susi Long, University of South Carolina
The NCTE-Routledge Research Series, copublished by the National Council of Teachers of English and Routledge, focuses on literacy studies in P-12 classroom and related contexts. Volumes in this series are invited publications or publications submitted in response to a call for manuscripts. They are primarily authored or co-authored works which are theoretically significant and broadly relevant to the P-12 literacy community. The series may also include occasional landmark compendiums of research.
The scope of the series includes qualitative and quantitative methodologies; a range of perspectives and approaches (e.g., sociocultural, cognitive, feminist, linguistic, pedagogical, critical, historical, anthropological); and research on diverse populations, contexts (e.g., classrooms, school systems, families, communities), and forms of literacy (e.g., print, electronic, popular media).