These American lives: becoming a culturally responsive teacher and the ‘risks of empathy’
These American lives: becoming a culturally responsive teacher and the ‘risks of empathy’
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这些美国人的生活：成为一名文化敏感的教师和“同理心的风险”
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Janet Hecsh
中科院分区：
文献类型：
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作者：
C. Ullman;Janet Hecsh
教师候选人谁确定为白色和欧洲裔美国人认为不同的方式，从教师候选人谁确定为拉丁美洲/o或西班牙裔不同的问题？在这篇文章中，我们从事与文化相关的教学，这表明教师候选人的颜色更有可能有一些特点的文化响应教师比白色教师候选人，当他们进入教师准备计划。通过比较一所以西班牙裔学生为主的大学和一所以白色和欧洲裔美国学生为主的大学的教师候选人的态度，我们质疑某些机构与特定意识形态相关联的观点。
Do teacher candidates who identify as White and European American think about issues of difference in ways that vary distinctly from teacher candidates who identify as Latina/o or Hispanic? In this article, we engage with the literature on culturally relevant teaching that suggests teacher candidates of color are more likely to have some of the characteristics of culturally responsive teachers than are White teacher candidates when they enter teacher preparation programs. By comparing the attitudes of teacher candidates from a majority Hispanic-serving university and a university that serves mostly White and European American students, we question the idea that certain bodies are coterminous with particular ideologies.