Cultivating Racial And Linguistic Diversity In Literacy Teacher Education: Teachers Like Me by Marcelle M. HaddixCultivating Racial And Linguistic Diversity In Literacy Teacher Education: Teachers Like Me by Marcelle M. Haddix

Cultivating Racial And Linguistic Diversity In Literacy Teacher Education: Teachers Like Me

byMarcelle M. HaddixEditorMarcelle M. Haddix

Paperback | October 22, 2015

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Cultivating Racial and Linguistic Diversity in Literacy Teacher Educationexamines how English and literacy teacher education¿a space dominated by White, English-monolingual, middle class perspectives¿shapes the experiences of preservice teachers of color and their construction of a teacher identity.

Significant and timely, this book focuses attention on the unique needs and perspectives of racially and linguistically diverse preservice teachers in the field of literacy and English education and offers ways to improve teacher training to better meet the needs of preservice teachers from all racial, ethnic, and linguistic backgrounds. These changes have the potential to diversify the teacher force and cultivate teachers who bring rich racial, cultural, and linguistic histories to the field of teaching.

Marcelle M. Haddixis Dean¿s Associate Professor and Chair of the Reading and Language Arts department at Syracuse University, USA.
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Title:Cultivating Racial And Linguistic Diversity In Literacy Teacher Education: Teachers Like MeFormat:PaperbackDimensions:154 pages, 8.8 × 6 × 0.6 inPublished:October 22, 2015Publisher:Taylor and FrancisLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0415729963

ISBN - 13:9780415729963

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Table of Contents

Contents

Preface

Chapter One: Being the "Only One": The Importance of Teacher Diversity for Literacy and English Education

Chapter Two: Teacher Educator by Day, Homeschooling Parent by Night: Examining Paradoxes in Being a Black Woman Teacher Educator

Chapter Three: "So-Called" Social Justice Teaching and Multicultural Teacher Education: Rhetoric and Realities

Chapter Four: Becoming "Urban" Teachers: Teaching for Social Justice, Behavior "Management", and Methodological Overload

Chapter Five: Hybrid Teacher Identities: Sustaining Our Racial and Linguistic Selves in the Classroom

Chapter Six: The Counterlanguages and Deliberate Silences of Preservice Teachers of Color

Chapter Seven: New Voices, New Identities: Diversifying the Literacy and English Teacher Force

Appendix A: A Note on Methodology

Appendix B: Transcription Coding System