Special Education Preservice Teachers, Intersectional Diversity, and the Privileging of Emerging Professional Identities

Autor/inn/en	Boveda, Mildred; Aronson, Brittany A.
Titel	Special Education Preservice Teachers, Intersectional Diversity, and the Privileging of Emerging Professional Identities
Quelle	In: Remedial and Special Education, 40 (2019) 4, S.248-260 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boveda, Mildred)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932519838621
Schlagwörter	Special Education Teachers; Preservice Teachers; Professional Identity; Preschool Children; Elementary School Students; Secondary School Students; Teacher Education; Cultural Differences; Hispanic American Students; Urban Schools; Equal Education; Inclusion; Teacher Collaboration; Teacher Competencies; Florida (Miami) + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sekundarschüler; Lehrerausbildung; Lehrerbildung; Kultureller Unterschied; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Inklusion; Lehrerkooperation; Lehrkunst
Abstract	Intersectional competence captures educators' awareness of how sociocultural markers of difference simultaneously intersect within the P-12 school context. This article presents findings from a larger mixed-methods sequential exploratory study that established, in part, the theoretical and qualitative basis for validating the Intersectional Competence Measure. The questions asked during the qualitative phase were developed after a review of the literature on intersectionality in special education, collaborative teacher education, and existing measures of preservice teachers' understanding of diversity. This analysis focuses on the responses of 12 culturally and linguistically diverse special education preservice teachers. When speaking about P-12 students, they tended to position themselves as special educators, privileging their emerging professional identities. They expressed the important role that teacher education played in developing an understanding of sociocultural differences. The participants discussed the complexities of intersecting identities when speaking about their own educational experiences and when considering discriminatory attitudes that persist within minoritized communities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01