Challenging and Appropriating Discourses of Power: Listening to and Learning from Early Career Early Childhood Teachers of Color

Troubling Practice: Exploring the Relationship Between Whiteness and Practice-Based Teacher Education in Considering a Raciolinguicized Teacher Subjectivity

“…Much research (Amos, 2016; Haddix, 2012, 2016; Varghese et al, 2019; View & Frederick, 2011) has explored the ways that teacher education often assumes a White (and concomitantly standardized English-speaking and monolingual) teacher education student population—and therefore reinscribes Whiteness itself. For instance, research on preservice and in-service teachers of Color explores the ways that generic teaching practices typically ignore and marginalize the raciolinguicized subjectivities, experiences, and unique insights of teachers of Color (Haddix, 2012, 2016; Siddle Walker, 2008; Sleeter, 2001; Souto-Manning & Cheruvu, 2016; View & Frederick, 2011). Monzó and Rueda (2003) explored the ways that the funds of knowledge (Moll, Amanti, & Gonazalez, 1992) that preservice teachers of Color bring to teacher education are often ignored and marginalized even as those funds of knowledge powerfully shape teachers’ relationships, practices, and beliefs about education.…”

“…The subjectivities of White teachers who speak—and more importantly, are heard—as standardized English speakers are uniquely protected and normalized in conversations about discrete teaching practices (Daniels, 2018; Haddix, 2016; Sleeter, 2001, 2017; Souto-Manning & Cheruvu, 2016). Whiteness is positioned as benign and neutral—and framed as irrelevant to the practices a teacher might take up.…”

Building the Bridge Between Schools and Families through Assessment of Young English Language Learners

“…Educational bias takes place in different gender, cultural, economic, and ethnic situations. Research has demonstrated that bias is also more common among teachers when they are working with students from different cultural backgrounds (Souto-Manning et al, 2016).…”

Critically Examining Practice‐Based Teacher Education for Teachers of Language Minoritized Youth

“…In contrast, the team of NTs and teacher educators with whom I work has collaboratively identified the importance of teacher self‐care as one core practice for teaching language minoritized youth (Peercy et al, ) based upon our analysis of 3 years of observational and interview data situated in NTs’ classroom experiences. I have also recently been pushed by second author Varghese’s Manka's scholarship, as well as work by Souto‐Manning and colleagues (Souto‐Manning & Cheruvu, ; Souto‐Manning & Rabadi‐Raol, ) to more explicitly consider how teachers’ practice is infused with and informed by their own identities and subjectivities, and those of their students.…”