Search results for: Seidl Barbara
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This article aims to explore the theoretical structure of what the authors call multicultural apprenticeships in teacher education. This structure is drawn from decades of scholarship and research in teacher education, in general, and in preparing teachers for diversity, in particular. It is further situated within the authors' own work in an Early Childhood Education Masters in Education program and their commitments to preparing teachers to support diverse populations of children.
Updated: Jan. 02, 2017
In this article, the authors focus on the White teacher education students in their development of what they call a double image. The authors draw on narrative data gathered over eight years of inquiry in a cross-cultural internship that was part of a partnership between Mt. Olivet Baptist Church, a predominantly African American church community, and an Early and Elementary Childhood Masters in Education program at The Ohio State University. The authors use these stories to investigate some of the common beliefs that White teacher education students bring to antiracist, cross-raced work and the way in which these beliefs interfere with the development of more mature double images and more sophisticated perceptions of race, racism, and race relations.
Updated: Aug. 20, 2013
Working with Communities to Explore and Personalize Culturally Relevant Pedagogies: Push, Double Images, and Raced Talk
The article explores and makes concrete the ways in which cultural and political knowledge can be explored, understood, and personalized as prospective teachers begin to develop culturally relevant approaches. The authors describe how a group of African American prospective teachers begin to develop bicultural competency and personalize cultural and political knowledge in order to develop culturally relevant pedagogies.
Updated: Jan. 07, 2008