‘They are just like any of us’: Improving teaching students' understanding of marginalized urban pupils through the use of contextualized literature

Improving Schools

Volumn 8, Issue 2, 2005, Pages 133-151

  Abbate Vaughn, Jorgelina ^a  

^a UNIVERSITY OF MASSACHUSETTS BOSTON   (United States)

Author keywords

diversity; ethnic autobiographies; teacher education; teacher research; urban school

Indexed keywords

EID: 84993735999     PISSN: 13654802     EISSN: None     Source Type: Journal    
DOI: 10.1177/1365480205057703     Document Type: Article

References (65)

1. AACTE (1999) Teacher Education Pipeline IV: Schools, Colleges, andDepartments of Education Enrollments by Race, Ethnicity, and Gender. Washington, DC: American Association ofColleges for Teacher Education.
2. Abbate-Vaughn, J. (2004) The things they carry: ideology in an urban teacher professional community. Urban Review, 36(4), 227–249.
3. Abbate-Vaughn, J. (2005a) Acciûn y reflexiûn hacia lapraxis: un enfoque freireano en la preparaciûn de maestros para laenseòanza en comunidades biculturales marginalizadas.REICE(Revista Electrûnica Iberoamericana sobre Calidad,Eficacia, y Cambio en Educaciûn)(http://www.ice.deusto.es/RINACE/reice/), 3(1), 541–51.
4. Abbate-Vaughn, J. (2005b) Assessing preservice teacher understanding of and long-term commitment topractices responsive to low-income, culturally and linguistically diverse(LCLD) students. Paper presented at the 57th Annual Conference of the American Association of Colleges for Teacher Education (AACTE), Washington, DC.
5. Alvarez, J. (1992) How the Garcìa Girls Lost Their Accents. New York: Plume.
6. Alvarez, J. (1994) In the Time of the Butterflies. Chapel Hill, NC: Algonquin Books.
7. Au, K. (1993) Literacy Instruction in Multicultural Settings. Forth Worth, TX: Hartcourt Brace College Publishers.
8. Ballenger, C. (1999) Teaching Other People’ Children: Literacy andLearning in a Bilingual Classroom. New York: Teachers College Press.
9. Banks, J. A. (1993) The canon debate, knowledge construction, and multicultural education. Educational Researcher, 22(5), 4–14.
10. Bartolomè, L. (1994) Beyond the methods fetish: toward a humanizing pedagogy. Harvard Educational Review, 64(2), 173–194.
11. Bourdieu, P. & Passeron, J. C. (1977) Reproduction in Education, Society, and Culture. Beverly Hills, CA: Sage Publications.
12. Boyle-Baise, M. (2002) Multicultural Service Learning: Educating Teachers inDiverse Communities. New York: Teachers College Press.
13. Boyle-Baise, M. & Sleeter, C. (2000) Community-based service learning for multicultural teacher education. Educational Foundations, 14(2), 33–50.
14. Brown, E. (2004) What precipitates change in cultural diversity awareness during amulticultural course? The message or the method? Journal of Teacher Education, 55(4), 325–340.
15. Bruckerhoff, C. (1991) Between Classes: Faculty Life at Truman High. New York: Teachers College.
16. Chambers, E. (2000) Applied ethnography. In N. K. Denzin & Y. S. Lincoln (eds) The Handbook of Qualitative Research, pp.851–869. Thousand Oaks, CA: Sage.
17. Cochran-Smith, M. (1997) Knowledge, skills, and experiences for teachingculturally diverse learners: a perspective for practicing teachers. In J. J. Irvine (ed.) Critical Knowledge for Diverse Teachers and Learners, pp.27–87. Washington, DC: American Association ofColleges for Teachers Education.
18. Cochran-Smith, M. & Lytle, S. L. (1993) Inside-Outside: Teacher Research and Knowledge. New York: Teachers College Press.
19. Council of the Great City Schools (2003) Demographics 2001–2002. Washington, DC: Council of the Great City Schools.
20. Fecho, B. (1994) Language inquiry in the classroom: co-investigatingpower in the classroom. In M. Fine (ed.) Chartering Urban School Reform: Reflections on Public Schools inthe Midst of Change, pp. 180–191. New York: Teachers College Press.
21. Flores, B., Cousin, P. T. & Diaz, E. (1991) Critiquing and transforming the deficit myths about learning, language and culture. Language Arts, 68, 369–379.
22. Florio-Ruane, S. & de Tar, J. (1995) Conflict and consensus in teacher candidates’ discussion of ethnic autobiography. English Education, 27(1), 11–39.
23. Florio-Ruane, S., Raphael, T. E., Glazier, J., McVee, M., Shelhorn, B. & Wallace, S. (1999) Culture, Autobiography, and the Education of Literacy Teachers. ERIC Document Reproduction Service No. 429273.
24. Gallas, K. (1996) Sometimes I Can Be Anything. New York: Teachers College Press.
25. Gay, G. (2002) Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.
26. Gay, G. & Howard, T. C. (2000) Multicultural teacher education for the 21st century. The Teacher Educator, 36(11), 1–16.
27. Haberman, M. (1996) Selecting and preparing culturally competentteachers for urban schools. In J. Sikula, T. Buttery & E. Guyton (eds) Handbook of Research on Teacher Education, 2nd edn,pp. 747–760. New York: Mac-Millan.
28. Hones, D. F. (1999) Crises, continuity, and the refugee: educational narratives of a Hmongfather and his children. Journal of Contemporary Ethnography, 28(2), 166–198.
29. Howard, G. R. (1999) We Can’t Teach What We Don’t Know:White Teachers, Multiracial Schools. New York: Teachers College Press.
30. Hubbard, R. & Power, B. M. (1999) Living the Questions: A Guide for Teacher Researchers. York, ME: Stenhouse Publishing.
31. Ladson-Billings, G. (2001) Multicultural teacher education: research,practice, and policy. In J. A. Banks & C. G. Banks (eds) Handbook of Research on Multicultural Education, pp.747–759. San Francisco, CA: Jossey-Bass.
32. McDiarmid, G. W. (1990) What to do about differences? A study of multicultural education for teacher trainees in the Los Angelesunified school district (research report 90–11). East Lansing: Michigan State University,National Center for Research on Teacher Education.
33. McDonald, J. (1999) Project Girl. New York: Farrar, Straus and Giroux.
34. Mallette, M. H., Bean, T. W. & Readence, J. E. (1998) Using banks’ typology in the discussion of young adult,multiethnic literature: a multicase study. Journal of Research and Development in Education, 31(4): 193–204.
35. Marshall, P. L. (1999) Teachers’ racial identity and the single course in multicultural education. Action in Teacher Education, 20, 50–69.
36. Mohr, N. (1986) El Bronx Remembered. Houston, TX: Arte Público Press.
37. Montero-Sieburth, M. (1996) Teachers’, administrators’, andstaff’s implicit thinking about ‘at-risk’ urbanhigh school Latino students. In F. A. Rios (ed.) Teacher Thinking in Cultural Contexts, pp.55–84. Albany, NY: State University of New York Press.
38. Murrell, P. (2001) The Community Teacher: A New Framework for Effective Urban Teaching. New York: Teachers College Press.
39. Nieto, S. (2000) Affirming Diversity: The Sociopolitical Context ofMulticultural Education, 3rd edn (revised). New York: Longman.
40. Padilla, A. M. (2002) Hispanic psychology: a 25-year retrospectivelook. In W. J. Lonner, D. L. Dinnel, S. A. Hayes & D. N. Sattler (eds) Online Readings in Psychology and Culture. Bellingham, WA: Center for Cross-Cultural Research, Western Washington University. Available online:http://www.ac.wwu.edu/%7Eculture/padilla.htm (accessed 24 February 2005).
41. Paley, V. G. (1984) Boys and Girls: Superheroes in the Doll Corner. Chicago, IL: University of Chicago Press.
42. Parish, R. & Aquila, F. (1996) Cultural ways of working and believing in school: preserving the way things are. Phi Delta Kappan, 78(4), 298–305.
43. Pelegrino, A. (2004) Migration from Latin America to Europe: Trends andPolicy Challenges. Geneva: IOM Publications. Available online:http://www.iom.int//DOCUMENTS/PUBLICATION/EN/mrs_16_2004.pdf (accessed 24February 2005).
44. Pope, D. C. (2001) ‘Doing School’: How We AreCreating a Generation of Stressed Out, Materialistic, and Miseducated Students. New Haven, CT: Yale University Press.
45. Potter, J. (1996) Representing Reality: Discourse, Rhetoric, and Social Construction. London: SAGE.
46. Quintanar-Sarellana, R. (1997) Culturally relevant teacher preparation andteachers perceptions of the language and culture of linguistic minoritystudents. In J. E. King, E. R. Hollins & W. C. Hayman (eds) Preparing Teachers for Cultural Diversity, pp.40–52. New York: Teachers College Press.
47. Rodrìguez, R. (1982) Hunger of Memory. Boston: Bantam Books.
48. Ryan, G. W. & Bernard, H. R. (2001) Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (eds) Handbook of Qualitative Research, 2nd edn, pp.769–802. Thousand Oaks: SAGE Publications, Inc.
49. Santiago, E. (1998) Almost a Woman. New York: Vintage Books.
50. Silverman, D. (1993) Interpreting Qualitative Data. London: SAGE.
51. Siskin, L. S. (1994) Realms of Knowledge: Academic Departments in Secondary Schools. Washington, DC: Falmer Press.
52. Spall, S. (1998) Peer debriefing in qualitative research: emerging operational models. Qualitative Inquiry, 4(2), 280–292.
53. Stenhouse, L. (1975) An Introduction to Curriculum Research andDevelopment. London: SAGE.
54. Sudzina, M. (1997) Mentor or tormentor: the role of the cooperating teacher in student teachersuccess or failure. Action in Teacher Education, 18(4), 23–35.
55. Thomas, P. (1974) Down These Mean Streets. New York: Vintage Books.
56. US Census Bureau (2000) Census 2000: percent of population by race andHispanic or Latino origin, for the United States, regions, divisions, andstates, and for Puerto Rico: 2000. Available online:http://www.census.gov/population/cen2000/phc-t6/tab02.pdf (last accessed9 February 2005).
57. US Department of Commerce (1996) Current Population Reports: Population Projections ofthe United States by Age, Sex, Race, and Hispanic Origin: 1995 to 2050. Washington, DC: US Department of Commerce.
58. Vavrus, M. (2002) Transforming the Multicultural Education of Teachers:Theory, Research, and Practice. New York: Teachers College Press.
59. Villegas, A. & Lucas, T. (2002) Educating Culturally Responsive Teachers: A Coherent Approach. Albany: State University of New York Press.
60. Vygotsky, L. S. (ed.) (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
61. Waxman, H. C., Padron, Y. N. & Stringfield, S. (1999) Teaching and change in urban contexts. Teaching and Change, 7(1), 3–16.
62. Whitehorse, D. (1996) New directions in teacher thinking: linking theoryto practice. In F. A. Rios (ed.) Teacher Thinking in Social Contexts, pp.325–341. Albany, NY: State University of New York Press.
63. Zeichner, K. & Hoeft, K. (1996) Teacher socialization for culturaldiversity. In J. Sikula, T. Buttery & E. Guyton (eds) Handbook of Research on Teacher Education, 2nd edn,pp. 525–547. New York: Macmillan.
64. Zeichner, K. & Melnick, S. (1996) The role of community field experiences inpreparing teachers for cultural diversity. In K. Zeichner, S. Melnick & M. L. Gomez (eds) Currents of Reform in Preservice Teacher Education, pp.176–198. New York: Teachers College Press.
65. Zimpher, N. L. & Ashburn, E. A. (1992) Countering parochialism in teachercandidates. In M. Dilworth (ed.) Diversity in Teacher Education, pp.40–62. San Francisco, CA: Jossey-Bass.