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01-06-2015

Race, Isolation, and Exclusion: What Early Childhood Teacher Educators Need to Know About the Experiences of Pre-Service Teachers of Color

Authors: Ranita Cheruvu, Mariana Souto-Manning, Tara Lencl, Marisa Chin-Calubaquib

Published in: The Urban Review | Issue 2/2015

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Abstract

Historically, in the United States, early childhood teacher education has been a discursive space dominated by White, English-monolingual, middle class perspectives. By and large, this space has remained unexamined even as the field acknowledges the need for more early childhood teachers of color. This study seeks to gain insights into the perspectives of pre-service teachers of color as they navigate this Eurocentric space. To do so, it addresses the following question: In what ways does early childhood teacher education shape the experiences of pre-service teachers of color? By looking closely at the perspectives of four pre-service teachers of color in predominantly White private institutions of higher education in large urban centers, this study seeks to address the pressing need to illuminate the experiences of students of color in early childhood pre-service teacher education programs, especially regarding the ways in which they negotiate becoming teachers in such a normed space while battling both socially-imposed and self-internalized deficit conceptions of their own identities as individuals and developing teachers.

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Title: Race, Isolation, and Exclusion: What Early Childhood Teacher Educators Need to Know About the Experiences of Pre-Service Teachers of Color
Authors: Ranita Cheruvu
Mariana Souto-Manning
Tara Lencl
Marisa Chin-Calubaquib
Publication date: 01-06-2015
Publisher: Springer Netherlands
Published in: The Urban Review / Issue 2/2015
Print ISSN: 0042-0972
Electronic ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-014-0291-8

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Other articles of this Issue 2/2015

But Good Intentions are Not Enough: Preparing Teachers to Center Race and Poverty

Teacher Education and the Enduring Significance of “False Empathy”

Shifting the Center in Teacher Education: An Introduction to the Special Issue on Critical Race Theory and Teacher Education

On Being Named a Black Supremacist and a Race Traitor: The Problem of White Racial Domination and Domestic Terrorism in U.S. Teacher Education

Whiteness as Property: Innocence and Ability in Teacher Education