打印

作者

来源

URBAN EDUCATION,Vol.52,Issue8,P.927-956

语言

英文

关键字

teachers of color; double binds; culturally responsive pedgogy; urban education; teacher education; STUDENT-ACHIEVEMENT; RACE; DIVERSITY; UNDERGRADUATE; PERSISTENCE; MATHEMATICS; CLASSROOM; PEDAGOGY; SCHOOLS; WOMEN

作者单位

[Gist, Conra D.] Univ Arkansas, Curriculum & Instruct, Fayetteville, AR 72701 USA. Gist, CD (reprint author), Univ Arkansas, Dept Curriculum & Instruct, 203 Peabody Hall, Fayetteville, AR 72701 USA. E-Mail: gist@uark.edu

摘要

This article centers and investigates the voices of teacher candidates of color to examine how double binds influence their teaching and learning experiences in teacher education programs. Interview and focus group data from teacher candidates of color at two teacher education programs are analyzed to unpack the types of personal and systemic ties they experience as well as the strategies they utilize to escape them. Implications for eliminating the double bind in teacher education programs through the tailoring of transformative and critical preparation experiences for teacher candidates of color are explored.