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- W2594105360 abstract "AbstractThe stories of students and teacher candidates of Color (Just as singular racial/ethnic identities are capitalized (i.e. African-American, Asian, Latina, Native American etc.), I capitalize Color to honor the various identities that many ‘non-white’ people hold near and dear. I recognize the nuances in doing so- such as the reality that the term ‘people of Color’ actually erases identity while the term also highlights a shared experience (though also nuanced) of being ‘non-white’ in a white supremacist society.) hold powerful lessons and insights for teacher education programs and educational reform efforts. Yet, rarely do educators and policy-makers solicit or critically engage the educational narratives of these stakeholders. In particular, research confirms that we know little about how students’ of Color educational experiences are impacted by race(ism) and culture and how those experiences subsequently inform their ideas about teaching. This study, framed by critical race theory (CRT), examin..." @default.
- W2594105360 created "2017-03-16" @default.
- W2594105360 creator A5043171431 @default.
- W2594105360 date "2017-03-02" @default.
- W2594105360 modified "2023-09-26" @default.
- W2594105360 title "‘They were constantly on the losing side of things’: the pedagogical power of an African-American teacher candidate bearing witness in teacher education" @default.
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- W2594105360 doi "https://doi.org/10.1080/13613324.2017.1294566" @default.
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