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Language, culture, and resistance as...

Rodriguez, Terri L.

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Language, culture, and resistance as resource: Case studies of bilingual/bicultural Latino prospective elementary teachers and the crafting of teaching practices.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Language, culture, and resistance as resource: Case studies of bilingual/bicultural Latino prospective elementary teachers and the crafting of teaching practices./
作者:	Rodriguez, Terri L.
面頁冊數:	267 p.
附註:	Adviser: Mary Louise Gomez.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3261386

Language, culture, and resistance as resource: Case studies of bilingual/bicultural Latino prospective elementary teachers and the crafting of teaching practices.
Rodriguez, Terri L.

Language, culture, and resistance as resource: Case studies of bilingual/bicultural Latino prospective elementary teachers and the crafting of teaching practices. - 267 p.

Adviser: Mary Louise Gomez.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2007.

This narrative inquiry looks at the experiences of three bilingual bicultural Hispanic, Latina, and Mexican prospective elementary teachers and how they craft their teaching practices during their teacher education program in a large Midwestern university. The author argues that while it is important to take into account the experiences, beliefs, and practices of White teachers in addressing issues around achievement for racially and linguistically diverse students, such an exclusive focus masks an important potential resource within teacher education programs this focus masks the experiences, beliefs, and practices of culturally and linguistically diverse prospective teachers. The author points out that little attention has been paid in the literature to the potential resources bilingual/bicultural prospective teachers might bring to the crafting of their teaching. Also, it points to ways in which their professional identities are informed by their life experiences.Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Language, culture, and resistance as resource: Case studies of bilingual/bicultural Latino prospective elementary teachers and the crafting of teaching practices.
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502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2007.
520 $a This narrative inquiry looks at the experiences of three bilingual bicultural Hispanic, Latina, and Mexican prospective elementary teachers and how they craft their teaching practices during their teacher education program in a large Midwestern university. The author argues that while it is important to take into account the experiences, beliefs, and practices of White teachers in addressing issues around achievement for racially and linguistically diverse students, such an exclusive focus masks an important potential resource within teacher education programs this focus masks the experiences, beliefs, and practices of culturally and linguistically diverse prospective teachers. The author points out that little attention has been paid in the literature to the potential resources bilingual/bicultural prospective teachers might bring to the crafting of their teaching. Also, it points to ways in which their professional identities are informed by their life experiences.
520 $a The study documents participants' linguistic and cultural resources and the ways upon which they are drawn into teaching practices. It also investigates the relationships within and between cultural/racial/ethnic identities and socially just teaching practices. Further, it bears witness to narratives of Otherness within the discourse community of an anti-racist, social justice-oriented teacher education program. Characterizing participants as "resourceful" and "successful," this study reconceptualizes notions about what counts as success within teacher education programs. It questions what knowledge, skills, and dispositions are valued in teacher candidates; and suggests strategies for implementing these findings in teacher education programs committed to multicultural and social justice education reform.
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