Preparing White Student Teachers through a Critical Consultative Interaction Model

Yıl 2009, Cilt: 5 Sayı: 2, 23 - 43, 01.08.2009

Danné E Davis

Öz

Demographic trends suggest that most Latino and Black schoolchildren attending city schools will have White classroom teachers. Consequently, the potential for cultural mismatches may impede meaningful teaching. In response, many teacher educators mull over approaches to prepare student teachers to effectively instruct all schoolchildren, especially Latino and Black youngsters. While many approaches, particularly methods pertinent to multicultural education, have become commonplace throughout teacher education programs, purposeful consultations between student teachers and schoolchildren about teaching and learning, are rare. This paper presents a “critical consultative interaction” model, comprising “the three r’s” of: (a) regarding Black and Latino schoolchildren as resources, (b) raising the right questions of them, and, (c) reflecting on schoolchildren’s responses, as an additional approach to prepare student teachers for city classrooms. Implementing this model positions future teachers to obtain pedagogical information from schools’ primary constituents—schoolchildren. Doing so exemplifies democratic practice in a political yet public place called school

Kaynakça

• Ballenger, C. (2004). Reading storybooks with young children: The case of the three robbers. In C. Ballenger and Brookline Teacher Researcher Seminar (Eds.). Regarding children's words: Teacher research on language and literacy. (p. 31-42). New York: Teachers College Press.
• Banks, J. A. & Banks, C. M. (2003). Multicultural education: Historical development, dimensions, and practice. In J.A. Banks & C. M. Banks (Eds.) Handbook of research on multicultural education. (p. 3-29). San Francisco, CA: Jossey- Bass.
• Bransford, J. (2000). How people learn: brain, mind, experience, and school. Washington, D.C.: National Academy Press.
• Bullough, R., Young, J., Erickson, L., Birrell, J., Clark, D., Egan, M., et al. (2002). Rethinking teaching. Journal of Teacher Education, 53(1), 68-80.
• Cochran-Smith, M., Davis, D., and Fries, M. (2004). Multicultural teacher education research, practice and policy. In J. Banks and C. McGee (Eds.) The Handbook of research on multicultural education (pp. 931-975). San Francisco, CA: Jossey-Bass.
• Cook-Sather, A. (2002). Authorizing students' perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4), 3-14.
• Cook-Sather, A. (2003). Listening to Students about Learning Differences. Teaching Exceptional Children, 35(4), 22-26.
• Cook-Sather, A. (2007). Resisting the impositional potential of student voice work: Lessons for liberatory educational research from poststructuralist feminist critiques of critical pedagogy. Discourse: Studies in the cultural politics of education, 28(3), 389-403.
• Cushman, K., & Rogers, L. (2008). Fires in the middle school bathroom: Advice for teachers from middle schoolers. New York: New Press.
• Davis, D. (2009). Being in the minority is my circumstance not my identity. African Identities 7(4).
• Davis, D. (2008). The inner city is my blues. Multicultural Education 15(2), 28-29.
• Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York: New York University Press.
• Delpit, L. (1995/2006). Other people's children: Cultural conflict in the classroom. New York: The New Press. deMarrais, & LeCompte. (1994). Theory and its influences on the purposes of schooling. New York: Longman.
• Dockett, S., & Perry, B. (2003). Children's views and children's voices in starting school. Australian Journal of Early Childhood 28, 7-11.
• Duckworth, E. (2001). Tell me more: Listening to learners explain. New York: Teachers College Press.
• Flowerday, T. and Schraw, G. (2000). Teacher beliefs about instructional choice: A phenomenological study. Journal of Educational Psychology 92(4), 634-645.
• Flutter, J. (2007). Teacher development and pupil voice. Curriculum Journal, 18 (3), 343-354.
• Flutter, J., & Rudduck, J. (2004). Consulting pupils: What's in it for schools? London: RoutledgeFalmer.
• Garcia, S., & Guerra, P. (2004). Deconstructing Deficit Thinking: Working with Educators to Create More Equitable Learning Environments. Education and Urban Society, 36(2), 150-168.
• Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
• Gay, G., & Howard, T. (2000). Multicultural teacher education for the 21st century. The Teacher Educator, 36(1), 1-16.
• Glickman, C. (1998). Revolution, education, and the practice of democracy. The Educational Forum, 63, 16-22.
• Gonzalez, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: theorizing practice in households, communities, and classrooms. Mahwah, N.J.: Erlbaum Associates.
• Gubrium, J., & Holstein, J. (2000). Analyzing Interpretive Practice. In N. Denzin and Y. Lincoln (Ed.), Handbook of qualitative research (pp. 487-508). Thousand Oaks, CA: Sage Publications.
• Harding, H. (2005). City girl: A portrait of a successful White urban teacher. Qualitative Inquiry, 11(1), 52-80.
• hooks, b. (1994). Teaching to transgress: education as the practice of freedom. New York: Routledge.
• hooks, b. (2003). Teaching Community: A Pedagogy of Hope. New York: Routledge.
• Howard, G. (2006). We can't teach what we don't know. New York: Teachers College Press.
• Howard, T. (2001). Telling their side of the story: African-American students’ perceptions of culturally relevant teaching. The Urban Review, 33(2), 131- 149.
• Irvine, J. J. (2003). Educating teachers for diversity seeing with a cultural eye. New York: Teachers College Press.
• Kozol, J. (2005). The shame of the nation the restoration of apartheid schooling in America. New York: Crown.
• Kumashiro, K. K. (2004). Against common sense: Teaching and learning toward social justice. New York: RoutledgeFalmer.
• Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465-491.
• Ladson-Billings, G. (2000). Fighting for our lives: Preparing teachers to teach African American students. Journal of Teacher Education, 51(3), 206-214.
• Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco: Jossey-Bass.
• National Assessment of Educational Progress Report (2004). The Nation’s Report Card. Retrieved December 10, 2007 from National Center for Education Statistics from http://nces.ed.gov.
• National Center for Educational Statistics. (2001). National Center for Educational Statistics. Washington, DC: U.S. Department of Education.
• National Education Association. (2003). Personal Life. In the status of the American public school teacher (pp. 87-97). Washington: National Education Association.
• Noguera, P. (2003). City schools and the American dream: reclaiming the promise of public education. New York: Teachers College Press.
• Nieto, S. and Bode, P. (2008). Affirming Diversity: The Sociopolitical Context of Multicultural Education, New York: Allyn & Bacon.
• Orfield, G., & Lee, C. (2005). Why segregation matters: Poverty and educational inequality. Cambridge, Mass.: Civil Rights Project, Harvard University.
• Polkinghorne, D. (1989). Phenomenological research methods. In R. Valle & S. Halling (Eds.), Existential-phenomenological perspectives in psychology (pp. 41-60). New York: Plenum.
• Quicke, J. (2003). Educating the pupil voice. Support for Learning, 18(2), 51-57.
• Reagan, T., Case, C.W., & Brubacher, J.W. (2000). Becoming a reflective educator: How to build a culture of inquiry in the schools. Thousand Oaks, CA: Corwin Press.
• Scarpa, S. (2005). School enrollment sets new record. District Administration 41(8), 15.
• Shields, C., Bishop, R., & Mazawi, A. (2005). Pathologizing practices: The Impact of deficit thinking on education. New York: Peter Lang.
• Sherman, A., Center on, B., & Policy, P. (2006). African American and Latino families face high rates of hardship. Washington, DC: Center on Budget and Policy Priorities.
• Shor, I., & Pari, C. (1999). Education is politics critical teaching across differences, K-12. Portsmouth, NH: Boynton/Cook Heinemann.
• Shultz, J. J., & Cook-Sather, A. (2001). In our own words students' perspectives on school. Lanham, Md: Rowman & Littlefield.
• Skrla, L., & Scheurich, J. J. (2001). Displacing Deficit Thinking in School District Leadership. Education and Urban Society, 33 (3), 235-259.
• Stafford, A., Laybourn, A., Hill, M., & Walker, M. (2003). Having a Say: Children and Young People Talk about Consultation. Children & Society. 17, 361-373.
• Thiessen, D., & Cook-Sather, A. (2007). The International handbook of student experience in elementary and secondary school. Dordrecht: Springer.
• U.S. Department of Education. (2003). Education statistics quarterly. Retrieved March 16, 2005 from http://nces.ed.gov/fastfacts/.
• Valencia, R. (1997). Conceptualizing the notion of deficit thinking. In R. Valencia (Ed.), The evolution of deficit thinking: Educational thought and practice (pp. 1-12). Washington, DC: Falmer Press.
• Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72(1), 67-88.
• Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. New York: SUNY.
• Villegas, A.M., & Davis, D. (2008). Preparing teachers of color to confront racial/ethnic disparities in educational outcomes. In M. Cochran-Smith, S. Feiman-Nemser, and J. McIntyre (Eds.) Handbook of research on teacher education: Enduring issues in changing contexts. (pp. 583-605). New York: Routledge.
• Villegas, A., & Lucas, L. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32.
• Zumwalt, K., & Craig, E. (2008). Who is teaching? Does it matter? In M. Cochran-Smith, S. Feiman-Nemser & D. J. McIntyre (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 404-423). New York; [Manassas, VA]: Routledge; Co-published by the Association of Teacher Educators.