Rethinking the Resources of Culturally and Linguistically Diverse Elementary Students in a Preservice Teacher Education Program
Many teachers enter the profession with a deficit-perspective of their students and their communities, particularly those working with students from low-socioeconomic backgrounds and/or students who are emergent bilinguals. Yet the majority of the students in our schools today come from backgrounds...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Universidad de Murcia
2022-10-01
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| Series: | Educatio Siglo XXI |
| Subjects: | |
| Online Access: | https://revistas.um.es/educatio/article/view/535251 |
| _version_ | 1811257266044665856 |
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| author | Juliet Michelsen Wahleithner Libbi R. Miller |
| author_facet | Juliet Michelsen Wahleithner Libbi R. Miller |
| author_sort | Juliet Michelsen Wahleithner |
| collection | DOAJ |
| description |
Many teachers enter the profession with a deficit-perspective of their students and their communities, particularly those working with students from low-socioeconomic backgrounds and/or students who are emergent bilinguals. Yet the majority of the students in our schools today come from backgrounds that often have different sets of values and different ways of viewing the world. The result is that, too often, educators adopt a deficit perspective. The goal of this study was to disrupt deficit thinking by introducing preservice teachers to the notion that students arrive in our classrooms with existing funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992). Through class activities and assignments, preservice teachers were introduced to the concept of funds of knowledge. This study examines the impact of introducing an asset-based perspective early in candidates’ preparation and asks what shifts occur in preservice teachers’ perspectives of their students and the resources those students bring when engaged in purposeful examination of their own and their prospective students’ cultural funds of knowledge.
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| first_indexed | 2024-04-12T17:54:43Z |
| format | Article |
| id | doaj.art-6e480b37903645e49916e992d9acc64e |
| institution | Directory Open Access Journal |
| issn | 1699-2105 1989-466X |
| language | English |
| last_indexed | 2024-04-12T17:54:43Z |
| publishDate | 2022-10-01 |
| publisher | Universidad de Murcia |
| record_format | Article |
| series | Educatio Siglo XXI |
| spelling | doaj.art-6e480b37903645e49916e992d9acc64e2022-12-22T03:22:24ZengUniversidad de MurciaEducatio Siglo XXI1699-21051989-466X2022-10-0140310.6018/educatio.535251Rethinking the Resources of Culturally and Linguistically Diverse Elementary Students in a Preservice Teacher Education ProgramJuliet Michelsen Wahleithner0Libbi R. Miller1California State University, Fresno, California, Estados UnidosHumboldt State University, Estados Unidos Many teachers enter the profession with a deficit-perspective of their students and their communities, particularly those working with students from low-socioeconomic backgrounds and/or students who are emergent bilinguals. Yet the majority of the students in our schools today come from backgrounds that often have different sets of values and different ways of viewing the world. The result is that, too often, educators adopt a deficit perspective. The goal of this study was to disrupt deficit thinking by introducing preservice teachers to the notion that students arrive in our classrooms with existing funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992). Through class activities and assignments, preservice teachers were introduced to the concept of funds of knowledge. This study examines the impact of introducing an asset-based perspective early in candidates’ preparation and asks what shifts occur in preservice teachers’ perspectives of their students and the resources those students bring when engaged in purposeful examination of their own and their prospective students’ cultural funds of knowledge. https://revistas.um.es/educatio/article/view/535251Preservice teacher preparationpreservice teacherfunds of knowledgecultural competencyculturally sustaining pedagogy |
| spellingShingle | Juliet Michelsen Wahleithner Libbi R. Miller Rethinking the Resources of Culturally and Linguistically Diverse Elementary Students in a Preservice Teacher Education Program Educatio Siglo XXI Preservice teacher preparation preservice teacher funds of knowledge cultural competency culturally sustaining pedagogy |
| title | Rethinking the Resources of Culturally and Linguistically Diverse Elementary Students in a Preservice Teacher Education Program |
| title_full | Rethinking the Resources of Culturally and Linguistically Diverse Elementary Students in a Preservice Teacher Education Program |
| title_fullStr | Rethinking the Resources of Culturally and Linguistically Diverse Elementary Students in a Preservice Teacher Education Program |
| title_full_unstemmed | Rethinking the Resources of Culturally and Linguistically Diverse Elementary Students in a Preservice Teacher Education Program |
| title_short | Rethinking the Resources of Culturally and Linguistically Diverse Elementary Students in a Preservice Teacher Education Program |
| title_sort | rethinking the resources of culturally and linguistically diverse elementary students in a preservice teacher education program |
| topic | Preservice teacher preparation preservice teacher funds of knowledge cultural competency culturally sustaining pedagogy |
| url | https://revistas.um.es/educatio/article/view/535251 |
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