Challenging Majoritarian Tales: Portraits of Bilingual Teachers Deconstructing Deficit Views of Bilingual Learners
Challenging Majoritarian Tales: Portraits of Bilingual Teachers Deconstructing Deficit Views of Bilingual Learners
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挑战多数主义的故事：双语教师的肖像解构双语学习者的赤字观点
DOI：
10.1080/15235882.2011.625884
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发表时间：
2011
影响因子：
1.6
通讯作者：
C. DeNicolo
中科院分区：
文献类型：
--
作者：
María E. Fránquiz;M. Salazar;C. DeNicolo
本文认为，教师教育计划往往促进包容性的表面概念，限制了业余教师的能力，了解和建立在文化和语言多样的青年生活经验。传统的智慧意味着有色人种的教师是这些生活经验的本土线人;然而，教师教育工作者应该为所有教师候选人创造机会，挑战关于有色人种社区的普遍神话。使用关键的种族理论（CRT）和拉丁裔关键的种族理论（LatCrit）的作者讨论了一个框架，教师教育工作者邀请他们的学生通过实践，如引发autonarratives构建反故事，提供反思写作作业的机会，并辅导公平。
This article argues that teacher-education programs often promote surface conceptions of inclusivity that limit preservice teachers' ability to understand and build upon the lived experiences of culturally and linguistically diverse youth. Conventional wisdom implies that teachers of color are native informants of these lived experiences; however, teacher educators should create opportunities for all teacher candidates to challenge prevalent myths about communities of color. Using critical race theory (CRT) and Latino critical race theory (LatCrit) the authors discuss a framework whereby teacher educators invite their students to construct counterstories through practices such as eliciting autonarratives, providing opportunities for reflective writing assignments, and coaching for equity.