NDLI: Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

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Counterstories from White mainstream preservice teachers: resisting the master narrative of deficit by default

Content Provider	Springer Nature Link
Author	Settlage, John
Copyright Year	2011
Abstract	The desire to extinguish deficit thinking within education majors is laudable. However, there are indications that many teacher educators harbor deficit perspectives about the preservice teachers, presuming that their lack of exposure to economically, ethnically and linguistically diverse settings renders them deficient as future educators. This project began with the premise that counternarratives generated by typically mainstream education majors might reveal a more complex and a less caricatured representation. In collaboration with his own preservice teachers, the author uncovered shifting identities that indicate that mainstream future teachers do not fit the “damaged goods” label that ardent multiculturalists might be tempted to impose. In the end, the practice of essentializing education majors because of their perceived deficiencies born of privilege are inaccurate and unproductive.En este estudio investigué los cambios en las perspectivas de un grupo de mujeres jóvenes angloamericanas matriculadas en un programa de formación de maestros mientras éstas confrontaron la realidad de enseñar ciencias en contextos con presencia de diversidad cultural y lingüística. Las cinco participantes tomaron un curso de posgrado acerca de la enseñanza de ciencias a nivel de escuela primaria, del cual yo fui el instructor. Mi objetivo principal con este curso fue ayudar a las estudiantes a superar su visión de déficit de los niños de grupos culturales minoritarios. Cuando los maestros se apoyan en una visión de déficit, el resultado es una interpretación de las diferencias étnicas, lingüísticas, culturales, raciales y de posición social como representaciones de fallas, deficiencias o incompetencias. Por defecto, estas interpretaciones ubican a los niños en la mente del maestro como destinados al fracaso escolar. De manera similar y por mi parte, yo tuve que esforzarme para no ver a mis estudiantes como poseedoras de déficits. Aunque mis estudiantes anglo americanas, de clase media, tenían muy poca experiencia en contextos multiculturales o multilingües, hubiera sido una contradicción si yo hubiera considerado su bagaje cultural desde una perspectiva de déficit. En este estudio, examiné sus creencias acerca de la enseñanza en contextos escolares, complejizados por la presencia de diversidad étnica y lingüística. Las jóvenes que participaron en este estudio presentaron un trabajo escrito cada semana a lo largo de las 15 semanas del curso. Al final del curso, compilé sus ensayos y los analicé en busca de patrones. Tres temas emergieron de los ensayos: SER maestro de niños pertenecientes a culturas y lenguas diferentes, CONVERTIRSE en un maestro que mira la cultura como un componente central del proceso educativo y HACER PARTE de una comunidad de maestros informados en el tema de pedagogías receptivas a la diversidad cultural y que defiendan y representen a sus estudiantes. Las cinco participantes leyeron de nuevo sus ensayos e identificaron dentro de ellos sus experiencias o actitudes que concordaban con los tres temas. Sus contribuciones fueron luego interpretadas desde la teoría de identidad. Las participantes presentaron cambios en sus perspectivas sobre la etnicidad. Cada una observó que su propio bagaje cultural es relevante en su carrera como educadoras. Otros virajes de identidad fueron evidentes en sus descripciones del desarrollo de sus habilidades como maestras en contextos educativos multiculturales y multilingües. También observé una tendencia entre las participantes de afiliarse con otras personas dedicadas a mejorar las oportunidades de aprendizaje de todos los niños. Además de estas transformaciones, este estudio sugiere que si miramos a los futuros maestros que vienen de clases sociales dominantes—y por ende, privilegiados—desde una perspectiva de déficit, el resultado sería limitante e inadecuado. Las contra narrativas de las participantes en este estudio demostraron falencias en la meta narrativa que tradicionalmente representa con una imagen negativa a los maestros de la cultura dominante.
Starting Page	803
Ending Page	836
Page Count	34
File Format	PDF
ISSN	18711502
Journal	Cultural Studies of Science Education
Volume Number	6
Issue Number	4
e-ISSN	18711510
Language	English
Publisher	Springer Netherlands
Publisher Date	2011-04-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Identity Teacher development Deficit thinking Culturally responsive teaching Counternarratives Science Education Sociology of Education
Content Type	Text
Resource Type	Article
Subject	Cultural Studies

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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