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Informationen zum Autor Marcelle M. Haddix is Dean’s Associate Professor and Chair of the Reading and Language Arts department at Syracuse University, USA. Klappentext This text examines how English and literacy teacher education-a space dominated by White, English-monolingual, middle class perspectives-shapes the experiences of preservice teachers of color and their construction of a teacher identity and offers ways to improve teacher training to better meet the needs of preservice teachers from all racial, ethnic, and linguistic backgrounds. Zusammenfassung This text examines how English and literacy teacher education—a space dominated by White, English-monolingual, middle class perspectives—shapes the experiences of preservice teachers of color and their construction of a teacher identity and offers ways to improve teacher training to better meet the needs of preservice teachers from all racial, ethnic, and linguistic backgrounds. Inhaltsverzeichnis Contents Preface Chapter One: Being the "Only One": The Importance of Teacher Diversity for Literacy and English Education Chapter Two: Teacher Educator by Day, Homeschooling Parent by Night: Examining Paradoxes in Being a Black Woman Teacher Educator Chapter Three: "So-Called" Social Justice Teaching and Multicultural Teacher Education: Rhetoric and Realities Chapter Four: Becoming "Urban" Teachers: Teaching for Social Justice, Behavior "Management", and Methodological Overload Chapter Five: Hybrid Teacher Identities: Sustaining Our Racial and Linguistic Selves in the Classroom Chapter Six: The Counterlanguages and Deliberate Silences of Preservice Teachers of Color Chapter Seven: New Voices, New Identities: Diversifying the Literacy and English Teacher Force Appendix A: A Note on Methodology Appendix B: Transcription Coding System
