‘Unlearning Privileges’: Interrupting Pre-Service Teachers Deficit Thinking of Immigrant Students with Origins in the South | Zendy

Yan Guo | Zendy

Open Access

‘Unlearning Privileges’: Interrupting Pre-Service Teachers Deficit Thinking of Immigrant Students with Origins in the South

Author(s) -

Yan Guo

Publication year - 2015

Publication title -

cultural and pedagogical inquiry

Language(s) - English

Resource type - Journals

ISSN - 1916-3460

DOI - 10.18733/c3xw25

Subject(s) - context (archaeology) , experiential learning , pedagogy , immigration , service (business) , mathematics education , order (exchange) , psychology , work (physics) , sociology , political science , engineering , history , economy , archaeology , law , economics , mechanical engineering , finance

Drawing from critical and postcolonial theoretical perspectives, this paper demonstrates how a teacher educator has implemented some experiential strategies in order to encourage pre-service teachers to challenge their largely unexamined, deficit thinking regarding their English as an Additional Language (EAL) students. Teacher educators preparing teachers to work effectively and equitably in a linguistically, culturally and racially diverse context can employ teaching strategies described in this paper.

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