Talkin’ in the company of my sistas: The counterlanguages and deliberate silences of Black female students in teacher education
Talkin’ in the company of my sistas: The counterlanguages and deliberate silences of Black female students in teacher education
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与我的姐妹们交谈：教师教育中黑人女学生的反语言和故意沉默
DOI：
10.1016/j.linged.2012.01.003
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发表时间：
2012
影响因子：
1.6
通讯作者：
Marcelle M. Haddix
中科院分区：
文献类型：
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作者：
Marcelle M. Haddix
在这篇文章中，作者借鉴了批判种族理论，以检查黑人女副教师的种族身份的角度来看，他们是如何定位在内部和外部的背景下，在美国的传统教师教育计划。作者分享了一项为期一年的人种学和社会语言学研究的黑人女教师的话语实践的结果，所有非标准语言和方言扬声器，在三个设置，包括大学课堂，K-12实习教学教室，和社会环境。批判性种族理论和会话分析被证明是有用的，揭示了这些专业教师对社会和个人参与的深思熟虑的决定，以及这些选择如何将自己和彼此定位为教师教育主导背景内外的内部人士。
In this article, the author draws on critical race theory to examine Black female preservice teachers’ perspectives on their racial identity in relation to how they are positioned inside and outside the context of a traditional teacher education program in the United States. The author shares findings generated from a year-long ethnographic and sociolinguistic study of the discursive practices of Black female preservice teachers, all nonstandard language and dialect speakers, across three settings, including the university classroom, the K-12 practicum teaching classroom, and a social setting. Critical race theories and conversational analysis proved useful for revealing the deliberate decisions that these preservice teachers made about social and personal engagement and how these choices positioned themselves and each other as insiders within and beyond the dominant context of teacher education.