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.