Invoking community cultural capital to survive teacher education: Yolanda’s story

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dc.contributor.authorTolbert S
dc.date.accessioned2023-09-04T05:00:59Z
dc.date.available2023-09-04T05:00:59Z
dc.date.issued2013
dc.date.updated2023-07-08T10:03:44Z
dc.description.abstractThe purpose of this paper is to communicate the experiences of a bilingual/biracial Peruvian-Anglo European student teacher, Yolanda, enrolled in a “teacher education for diversity” program. Although the majority of the thirteen (mostly Anglo European) students in Yolanda’s cohort expressed satisfaction with the social justice focus of the program, Yolanda was frustrated by the mixed messages she received about social justice as teaching for change and teacher professionalism as deference to power. Yolanda was often vocal in her critique and, as a result, endured and negotiated cumulative microaggressions throughout her teacher education program. Despite these challenges, she drew on her community cultural capital to become a credentialed science teacher in an underserved urban middle school. Yolanda’s experiences compel us to think about how teacher educators might better support preservice teachers of color—particularly as we strive to more actively recruit teachers of color to our teacher education programs.
dc.identifier.citationTolbert S (2013). Invoking community cultural capital to survive teacher education: Yolanda’s story. San Francisco, CA: American Educational Research Association (AERA). 27/04/2013. AERA Online Repository.
dc.identifier.urihttps://hdl.handle.net/10092/106115
dc.rightsAll rights reserved unless otherwise stated
dc.rights.urihttp://hdl.handle.net/10092/17651
dc.subjectCritical Race Theory
dc.subjectSocial Justice
dc.subjectTeacher Education - Pre-Service
dc.subject.anzsrc39 - Education::3903 - Education systems::390307 - Teacher education and professional development of educators
dc.subject.anzsrc39 - Education::3902 - Education policy, sociology and philosophy::390203 - Sociology of education
dc.subject.anzsrc39 - Education::3902 - Education policy, sociology and philosophy::390202 - History and philosophy of education
dc.subject.anzsrc39 - Education::3901 - Curriculum and pedagogy::390102 - Curriculum and pedagogy theory and development
dc.subject.anzsrc39 - Education::3904 - Specialist studies in education::390410 - Multicultural education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples)
dc.subject.anzsrc45 - Indigenous studies::4519 - Other Indigenous data, methodologies and global Indigenous studies::451904 - Global Indigenous studies peoples, society and community
dc.subject.anzsrc50 - Philosophy and religious studies::5001 - Applied ethics::500104 - Human rights and justice issues (excl. law)
dc.titleInvoking community cultural capital to survive teacher education: Yolanda’s story
dc.typeConference Contributions - Published
uc.collegeFaculty of Education
uc.departmentSchool of Teacher Education
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