Invoking community cultural capital to survive teacher education: Yolanda’s story
dc.contributor.author | Tolbert S | |
dc.date.accessioned | 2023-09-04T05:00:59Z | |
dc.date.available | 2023-09-04T05:00:59Z | |
dc.date.issued | 2013 | |
dc.date.updated | 2023-07-08T10:03:44Z | |
dc.description.abstract | The 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.citation | Tolbert 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.uri | https://hdl.handle.net/10092/106115 | |
dc.rights | All rights reserved unless otherwise stated | |
dc.rights.uri | http://hdl.handle.net/10092/17651 | |
dc.subject | Critical Race Theory | |
dc.subject | Social Justice | |
dc.subject | Teacher Education - Pre-Service | |
dc.subject.anzsrc | 39 - Education::3903 - Education systems::390307 - Teacher education and professional development of educators | |
dc.subject.anzsrc | 39 - Education::3902 - Education policy, sociology and philosophy::390203 - Sociology of education | |
dc.subject.anzsrc | 39 - Education::3902 - Education policy, sociology and philosophy::390202 - History and philosophy of education | |
dc.subject.anzsrc | 39 - Education::3901 - Curriculum and pedagogy::390102 - Curriculum and pedagogy theory and development | |
dc.subject.anzsrc | 39 - Education::3904 - Specialist studies in education::390410 - Multicultural education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples) | |
dc.subject.anzsrc | 45 - Indigenous studies::4519 - Other Indigenous data, methodologies and global Indigenous studies::451904 - Global Indigenous studies peoples, society and community | |
dc.subject.anzsrc | 50 - Philosophy and religious studies::5001 - Applied ethics::500104 - Human rights and justice issues (excl. law) | |
dc.title | Invoking community cultural capital to survive teacher education: Yolanda’s story | |
dc.type | Conference Contributions - Published | |
uc.college | Faculty of Education | |
uc.department | School of Teacher Education |
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