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Front Streeting: Teacher Candidates of Color and the Pedagogical Challenges of Cultural Relevancy
Author(s) -
Smith Kondo Chelda
Publication year - 2019
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1111/aeq.12285
Subject(s) - curriculum , multicultural education , diversity (politics) , pedagogy , multiculturalism , sociology , resistance (ecology) , vulnerability (computing) , frame (networking) , front (military) , critical race theory , cultural pluralism , race (biology) , psychology , gender studies , anthropology , mechanical engineering , ecology , telecommunications , computer security , computer science , engineering , biology
Educational research widely neglects the effectiveness of multicultural education courses among teacher candidates of color (TCCs). In this article, the experiences of six Black preservice teachers enrolled in a diversity course are explicated to unearth nuanced pedagogical missteps that hinder their development as students of asset pedagogies. Undergirded by the five principles of critical race theory, findings reveal that TCCs exhibit varied forms of resistance to monolithic content that frame minoritized groups in the deficit. In this particular study, Front Streeting refers to the vulnerability teachers of color experience when their minoritized identities are fetishized in diversity classrooms, through an expectation of confirmed lived experiences or expert knowledge of their demographic groups. The article explores the general privileging of whiteness in multicultural education curriculum and instruction while challenging teacher educators to reconsider how to engage students from diverse demographic groups.