Educational research widely neglects the effectiveness of multicultural education courses among teacher candidates of color (TCCs). In this article, the experiences of six Black preservice teachers enrolled in a diversity course are explicated to unearth nuanced pedagogical missteps that hinder their development as students of asset pedagogies. Undergirded by the five principles of critical race theory, findings reveal that TCCs exhibit varied forms of resistance to monolithic content that frame minoritized groups in the deficit. In this particular study, Front Streeting refers to the vulnerability teachers of color experience when their minoritized identities are fetishized in diversity classrooms, through an expectation of confirmed lived experiences or expert knowledge of their demographic groups. The article explores the general privileging of whiteness in multicultural education curriculum and instruction while challenging teacher educators to reconsider how to engage students from diverse demographic groups.

中文翻译：

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前街：色彩的教师候选人和文化相关性的教学挑战

教育研究广泛忽视了有色教师候选人（TCC）中多元文化教育课程的有效性。在这篇文章中，参加多样性课程的六名黑人职前教师的经历被揭示为挖掘出细微差别的教学方法失误，这些失误阻碍了他们发展为资产教学法的学生。在批判种族理论的五项原则的支持下，研究结果表明，TCC对整体含量表现出多种形式的抵抗力，从而构成了赤字中的少数群体。在本项特殊研究中，“前街”指的是色彩体验的脆弱性教师，因为他们对少数群体的身份的迷恋是在多样化的教室中，他们对已确认的生活经验或他们的人口统计知识的期望，使得他们对这些经历感到迷恋。