Journal of Culture and Values in Education (JCVE)
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El Instituto: Centering Language, Culture, and Power in Bilingual Teacher Professional Development
Get PDFTeacher education programs have the obligation to prepare bilingual teachers, new and established, to challenge pervasive deficit and racist ideologies, to cultivate students’ identities/knowledges, and to thwart oppressive ideologies through counter-hegemonic discourses. This paper presents a case study of El Instituto, one Hispanic Serving Institution’s immersive professional development program for Spanish-speaking bilingual teachers in Los Angeles County. Conducted entirely in Spanish, the program aimed to center teachers’ sociocultural realities and community cultural wealth while honoring their linguistic capital, deepening their Spanish-language knowledge, and developing critical consciousness. Findings suggest that utilizing a sociocultural approach to simultaneously study Spanish language and critical pedagogy while centering teachers’ community cultural wealth led to deep insights about intersections of languages and culture within larger power structures that cultivate systemic oppression. However, epistemological shifts about fostering more humanizing and critical professional development for bilingual educators are necessary to achieve these goals
Expanding Our Reach: Cross-Institutional Collaborations and Teacher Preparation in Hispanic Serving Institutions
Get PDFThis paper addresses the role of cross-institutional collaborations among Hispanic Serving Institutions (HSI). Specifically, we focus on the Enseñamos en el Valle Central Initiative—a five-year, Title V, Developing Hispanic Serving Institutions (DHSI) grant for recruiting and preparing bilingual, Latinx teachers with a strong sense of self and service to their communities. While California four-year state institutions have historically been at the helm of preparing bilingual Kindergarten through 12th grade (K-12) teachers, this has not been the case for community colleges, which continue to be the first entry point into higher education for many Latinx communities. We discuss how the process of a two-week summer institute among two- and four-year faculty at two community colleges and one university expands conventional notions of teacher preparation, and how these non-normative approaches can lend to stronger pathways into the profession. Moreover, we share how our faculty development approaches disrupt the status quo in teacher preparation and how non-tenured Faculty of Color navigate the politics of disruption and how these race-gendered experiences hold relevance for how we understand teacher preparation and expanding access to underrepresented Teachers of Color into the teaching profession
Special issue editorial: Disrupting norms in teacher preparation programs: Navigating challenges and sharing successes
Get PDFIn compiling this special issue, we sought to not just share what is being done, but also showcase who is doing the work in teacher preparation. The process of editing this special issue was one of both learning and unlearning, and we are grateful to have had the opportunity to dig deeper into what it means to truly disrupt. We thank each of the authors for their willingness to be vulnerable and participate in making this special issue what it is. We are hopeful that the varied perspectives and approaches represented in the articles included here serve as both an inspiration and model for meaningful change. Finally, we offer this special issue as a call to action for educators across the entirety of the educational system. In a time of uncertainty and unrest, we have the opportunity and responsibility to do differently and do better
Editorial 2019: (2)1, Special Issue
Get PDFCulture is a phenomenon that is a potent force in the lives of human beings and many believe that respect for a person’s culture is essential to respecting the person. The adverse, that to disrespect a person’s culture is to disrespect the person, gives rise to an important concern that is to be considered in this edition. Because culture does influence character and is a force in shaping character, honest critique of culture and cultures is too often avoided for concern for the personal offense such might cause. Out of what is said to be the respect for individuals who are culture bound and sensitive about their culture, honest criticism of culture is pursued with overabundance of caution
Teacher Proof
Get PDFThis study examines the experience of four student teachers in an intentional community of practice focused on culturally relevant pedagogy for ELs who learn of the implementation of a newly-adopted scripted literacy curriculum in their ethnically diverse elementary school. As students are more motivated to learn when curricula are relevant to their lived experiences, it is incumbent upon teachers and district leaders to consider ways in which to tailor pedagogy to their unique student populations. In the current sociopolitical educational climate of accountability and standardization, this goal is increasingly more difficult for educators to achieve. With ten percent of the United States’ student population made up of English learners (ELs), amounting to 4.6 million students (U.S. Department of Education, National Center for Education Statistics, 2017), it is imperative that school systems shift to support culturally relevant practices. 
Questioning the Problematic Nature of School Culture in Elementary Teacher Education
Get PDFThis essay seeks to serve as both commentary and plea to elementary teacher educators and gatekeepers. It first asks us to consider that the culture of elementary teacher education, while characteristically an honorable and moral vocation, can indeed function as an oppressive and marginalizing force in the development, humanization, and growth of aspiring new teachers. Second, it entreats those who work in teacher education to foster, seek out, and support those individuals who find themselves at the diverse, intellectual, creative, and aesthetic margins of traditional elementary teacher preparation norms. To its detriment, the cultural disenfranchisement of these seemingly unconventional new teachers limits the richness of curriculum possibilities, pedagogy, and identity development towards humanization (Freire, 2000). As Danielewicz (2001) suggests and this essay endeavors to make a central thesis, “Teaching is a moral act. A teacher education program should recognize, celebrate, and honor the intentions of prospective teachers who so often feel committed to improving the lives of others, alleviating social inequalities, and eradicating discrimination” (p. 194)
The Impact of demographic factors on pre-service teachers’ perception of Educational Research: Findings from a private university
Get PDFThe current study sought to identify the effects of democratic factors on the perception of pre-service teachers (with diploma as their highest level of education) on the teaching and learning of the Educational Research course during the fall 2017 semester in one of the private universities in Ghana. With a survey research design, three hundred and twenty (320) pre-service teachers, who were enrolled in the fall 2017 sandwich programme, were randomly sampled to participate in the study. The findings revealed significant differences between male and female pre-service teachers perception of the teaching of research, relevance of research and their statistics anxiety. Also, the age independent variable indicated a significant difference on the statistics anxiety construct only whereas the other two constructs were not significant. There were significant correlations among age, years of teaching, and statistics anxiety. The implication of the study for practice is discussed
Limiting Learning Environments through Domestication
Get PDFThis theoretically based paper analyzes the proliferation of domestication in our education systems inside and outside of the classroom. Looking at past and current trends, questions are posed and suggestions are made to break these cycles. Don Miguel Ruiz’s definition of domestication of children frames this paper and engages the reader to question their current practices and expectations of children and/or students