“I Don't Feel Comfortable Reading Those Books in my Classroom”: A Qualitative Study of the Impact of Cultural and Political Vignettes in a Teacher Education Course

Darvin, Jacqueline

doi:10.1080/08878730.2011.604710

Cited by 9 publications

(6 citation statements)

References 15 publications

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“…There were four groups of studies here. The first examined the influence of campus-based courses on teacher candidates' skill at creating multicultural curriculum, planning instruction, reasoning pedagogically, engaging with students in difficult discussions about diversity (e.g., racism), and interacting with diverse parents (Darvin, 2011;Dotger, 2010;Kaste, 2004;Skerrett, 2010). The second studied whether teacher candidates used ideas they had explored in courses in their work with students in schools (e.g., Brock, Moore, & Parks, 2007;Mosley, 2010).…”

Section: Research Questions Designs and Researcher Positionality: Rmentioning

confidence: 99%

Critiquing Teacher Preparation Research

Cochran‐Smith

Villegas

Abrams

et al. 2015

Journal of Teacher Education

293

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ArticleResearchers in many fields and in many parts of the world are now interested in studying the ways teachers are recruited, prepared and certified. They work from different, sometimes competing, perspectives regarding the goals of research and the purposes of education. This is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling and uneven field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. It is based on our massive review of research on teacher education and certification (Cochran-Smith et al., in press). Part 1, which appeared in the previous issue of Journal of Teacher Education (JTE), provided information about how the review was conducted, described the theoretical/analytic framework we developed to guide the review, and analyzed the research on teacher preparation accountability, effectiveness and policies-the first of three broadly construed programs of research we identified. This second part of the article discusses the second and third programs of research: research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity. Guided by our "Research on Teacher Preparation as Historically Situated Social Practice" theoretical/analytic framework, we identified the multiple subcategories or clusters of studies comprising each of these programs of research and examined the social practices in which researchers engaged within a selected cluster for each program. This article also suggests new directions for research on teacher education based on lacunae in the literature and on our analysis of the strengths and weaknesses of the existing field. Research Program B: Teacher Preparation for the Knowledge SocietyIt is generally agreed that knowledge societies demand workers who can think critically, pose and solve problems, and work collaboratively-abilities not readily developed in classrooms where teaching entails transmitting factual information to learners. According to reformers, preparing students for future knowledge work requires new ways of teaching that are grounded in constructivist views of learning. The studies in Research Program B focus on preparing teacher candidates to teach in ways that are consistent with new understandings of how people learn, a trend we discussed in more detail in Part 1 of this two-part article. We identified six clusters of studies within this program of research: preparing teachers to teach subject matter, particularly science (Cluster B-1); the influence of coursework on learning to teach (Cluster B-2); the influence of fieldwork on learning to teach (Cluster B-3); teacher education program content, structures, and pedagogies (Cluster B-4); teacher educators as learners (Cluster B-5); and learning to teach 558268J TEXXX10.1177/0022487114558268Journal of Teacher EducationCochran-Smith et al. AbstractThis is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling a...

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Section: Research Questions Designs and Researcher Positionality: Rmentioning

confidence: 99%

Critiquing Teacher Preparation Research

Cochran‐Smith

Villegas

Abrams

et al. 2015

Journal of Teacher Education

293

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“…The ethnographic examples presented in this article are part of a larger research agenda involving the design, implementation and study of pedagogical practices meant to aid teachers and students in teaching and learning about culturally and politically sensitive issues. As part of this research agenda, I have conducted several quantitative and qualitative research studies to date, one of which was a qualitative study of the impact of CPVs on graduate students enrolled in a teacher education course for teachers of young children (author, ).…”

Section: Methods and The Role Of The Researchermentioning

confidence: 99%

“…CPVs can be used by teachers of language arts and literacy as part of pre‐reading, during‐reading and/or post‐reading and writing activities. CPVs deal with sensitive issues that teachers identify as being the most uncomfortable to address with their students, including race, class, gender, ethnicity, sex, sexual preference, bullying and politics, to name a few (Darvin, ). By politics, I mean what Janks () refers to as little p politics , the “micro‐politics of everyday life” (p. 151).…”

Section: The Four Stages Of Cultural and Political Vignettesmentioning

confidence: 99%

“…The article then provides two detailed examples of how teachers of young children successfully addressed sensitive issues with their students. These examples contain descriptions of classroom practices, as well as excerpts from teacher reflections and interviews that were conducted as part of a larger ethnographic study (Darvin, ). The model contains four stages.…”

Section: Introductionmentioning

confidence: 99%

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Critical conversations with children's literature: how cultural and political vignettes (CPVs) support young readers

Darvin

2017

Literacy

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Young children today have greater access to culturally and politically sensitive information than at any other time in history. Although there are many positive aspects of children having greater access, negative consequences can also result, especially when they do not have sufficient structured and supportive opportunities to question, discuss and analyse the information they are receiving. Presently, teachers are faced with a multitude of intricate social phenomena in their classrooms, many of which leave them feeling apprehensive and unprepared. Some teachers of young learners need guidance, pedagogical practices and strategies to help their students address their questions and concerns about sensitive social issues in healthy, constructive ways that lead to positive, transformative action.

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“…The Asian American gifted who have always been perceived as a 'model minority' , and other linguistically different immigrant gifted who are socio-economically disadvantaged, would likewise benefit from a more inclusive set of reading materials that touch on their experiences and realities. Darvin (2011) pointed out that most teacher preparation programs focus more on the "mechanical aspects of teaching, such as creating assessments and lesson plans" producing a mismatch between teacher education coursework and actual challenges faced in diverse classrooms as teachers "increasingly encounter culturally and politically sensitive issues in their classroom" (p. 17). study, on the other hand, demonstrated that there are White teachers who consciously avoid multicultural literature in the classroom, with one of the teacher respondents articulating that they felt "targeted and criticized by what our ancestors did years ago" (p. 603).…”

Section: Reading Diverse Books For Selmentioning

confidence: 99%

A Diverse Social and Emotional Learning Booklist for Gifted Learners and Advanced Readers

Garces-Bacsal¹,

Alhosani

Elhoweris

2023

Roeper Review

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Despite the changing school demographics indicating an increasingly greater diversity in today's classrooms (Auzina, 2018), research indicates how teachers have little cognizance of the cultural backgrounds of their students (Nguyen, 2012). This becomes an issue among gifted students who are double minorities: those who are gifted and of a different cultural background, or of low-income status, rendering them doubly vulnerable (Stambaugh & Ford, 2015). One of the ways this can be addressed is by introducing diverse books with an international focus to 9-12-year-old gifted students allowing them to see themselves reflected in what they read and to facilitate the learning of social and emotional learning competencies. Using the critical multicultural analysis framework (Botelho &Rudman, 2009) andFord's (2000) strategies on promoting multicultural awareness, recommended activities and discussion questions are provided to educators.

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“I Don't Feel Comfortable Reading Those Books in my Classroom”: A Qualitative Study of the Impact of Cultural and Political Vignettes in a Teacher Education Course

Cited by 9 publications

References 15 publications

Critiquing Teacher Preparation Research

Critiquing Teacher Preparation Research

Critical conversations with children's literature: how cultural and political vignettes (CPVs) support young readers

A Diverse Social and Emotional Learning Booklist for Gifted Learners and Advanced Readers

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