Crossing Borders in Initial Teacher Education: Mapping Dispositions to Diversity and Inequity

Autor/inn/en	Kerr, Jeannie; Andreotti, Vanessa
Titel	Crossing Borders in Initial Teacher Education: Mapping Dispositions to Diversity and Inequity
Quelle	In: Race, Ethnicity and Education, 22 (2019) 5, S.647-665 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kerr, Jeannie) ORCID (Andreotti, Vanessa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2017.1395326
Schlagwörter	Equal Education; Preservice Teacher Education; Critical Theory; Educational Practices; Social Differences; Power Structure; Western Civilization; Social Justice; Racial Bias; Metacognition; Workshops; Cultural Pluralism; Cultural Differences; Student Diversity; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Kritische Theorie; Bildungspraxis; Sozialer Unterschied; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernwerkstatt; Schulung; Kulturpluralismus; Kultureller Unterschied; Ausland; Kanada
Abstract	In this article, we share a study focused on engaging teacher candidates with multiple forms of diversity and inequity to study emerging patterns of dispositions. Our primary concern is in understanding the processes through which societal inequity becomes reconstituted through teacher education. Our study attempts to deepen discourses of 'equality' and 'equity' in education, to consider the ways teacher candidates relate to broader systems of power and global and local inequities through their role as educators. Inspired by both decolonial and Western critical theories, we frame this as research that seeks 'otherwise' as we invite teacher candidates to 'cross borders' to what is 'other' to themselves. In this article, we share our study's priorities, methods, methodological/theoretical framework, data analysis and findings. Our findings identify a significant gap between the priorities of social equity to which teacher candidates state they commit and the educational practices that would affirm those commitments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01