Race, Isolation, and Exclusion: What Early Childhood Teacher Educators Need to Know About the Experiences of Pre-Service Teachers of Color
Race, Isolation, and Exclusion: What Early Childhood Teacher Educators Need to Know About the Experiences of Pre-Service Teachers of Color
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种族、孤立和排斥：幼儿教师教育工作者需要了解有色人种职前教师的经历
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Marisa Chin
中科院分区：
文献类型：
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作者：
Ranita Cheruvu;Mariana Souto;Tara Lencl;Marisa Chin
历史上，在美国，幼儿教师教育一直是一个由白人、英语单语、中产阶级观点主导的话语空间。总的来说，尽管该领域承认需要更多的有色人种幼儿教师，但这一领域仍未得到研究。本研究旨在深入了解有色人种职前教师在这个以欧洲为中心的空间中导航时的观点。为此，它解决了以下问题：幼儿教师教育以何种方式塑造了有色人种职前教师的经历？通过对大城市中心白人私立高等教育机构中四位有色人种职前教师的观察，本研究试图解决在幼儿职前教师教育项目中阐明有色人种学生经历的迫切需要。特别是关于他们如何在这样一个规范的空间里谈判成为教师，同时与社会强加的和自我内化的关于自己作为个体和发展教师的身份的缺陷概念作斗争。
Historically, in the United States, early childhood teacher education has been a discursive space dominated by White, English-monolingual, middle class perspectives. By and large, this space has remained unexamined even as the field acknowledges the need for more early childhood teachers of color. This study seeks to gain insights into the perspectives of pre-service teachers of color as they navigate this Eurocentric space. To do so, it addresses the following question: In what ways does early childhood teacher education shape the experiences of pre-service teachers of color? By looking closely at the perspectives of four pre-service teachers of color in predominantly White private institutions of higher education in large urban centers, this study seeks to address the pressing need to illuminate the experiences of students of color in early childhood pre-service teacher education programs, especially regarding the ways in which they negotiate becoming teachers in such a normed space while battling both socially-imposed and self-internalized deficit conceptions of their own identities as individuals and developing teachers.