No Longer on the Magins: Researching the Hybrid literate Identities of Black and Latina Preservice Teachers
Abstract
In this article, the author takes a close look at the discursive ways that Black and Latina preservice teachers reconcile tensions between their racial and linguistic identities and the construction of teacher identities in the current context of preservice teacher education in the United States.Through the study of language as representative of teacher identities, the author presents a critical discourse analysis of the language and literacy practices of Black and Latina preserviceteachers—all nonstandard language and dialect speakers—across diverse contexts within and beyond the university and school setting. This examination of their literacy and language practices elucidated a move beyond marginalization and inferiority toward agency and linguistic hybridity.
Reference
Journal
Research in the Teaching of English
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- Critical discourse analysis
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
2
Duration of Data Collection
Data Sources
- Informal conversations
- Interviews
- Observations
Data Analysis Tools
- Critical Mediated Discourse Analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
this study is, In what discursive ways and Latina preservice teachers reconcile tensions between their racial and l identities and the construction of teacher identities in the current context of vice teacher education in the Un
Is this research question explicit from the manuscript? Yes