Stories of Teacher Candidates of Color in a Teacher Preparation Program: Using Community Cultural Wealth to Disrupt Majoritarian Narratives

Jennifer I. Perez, Jennifer Jacobs
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Abstract

Abstract Society portrays a deficit perspective on teachers and communities of color. Our research serves as a tool to name these inequitable stereotypes and disrupt majoritarian narratives by highlighting the stories of former teacher candidates of color (TCoC). This qualitative research study utilized in-depth semi-structured interviews with each participant to capture their counter stories. This research focuses on the General Knowledge Test (GKT), a licensure examination, which must be passed to gain entrance to the College of Education. Although our participants continued to experience difficulties during their teacher preparation program, they resisted against gatekeeping mechanisms and refused to allow the GKT to dictate their goals of becoming educators. We came to this research with a critical lens to centralize the counter-stories of TCoC and to raise questions about equity and justice. Using Critical Race Theory and Community Cultural Wealth, we attempt to disrupt and dismantle majoritarian narratives regarding TCoC.
教师预备课程中有色人种教师候选人的故事:利用社区文化财富打破多数主义叙事
社会对教师和有色人种社区的看法存在缺陷。我们的研究作为一种工具,通过突出前有色人种教师候选人(TCoC)的故事,来命名这些不公平的刻板印象,并打破多数主义叙事。这项定性研究利用对每个参与者的深入半结构化访谈来捕捉他们的反故事。本研究的重点是一般知识考试(GKT),这是一种执照考试,必须通过才能进入教育学院。尽管我们的参与者在他们的教师培训项目中继续遇到困难,但他们抵制把关机制,拒绝让GKT规定他们成为教育者的目标。我们以批判性的视角来进行这项研究,以集中TCoC的反故事,并提出有关公平和正义的问题。利用批判种族理论和社区文化财富,我们试图破坏和拆除关于TCoC的多数主义叙事。
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