Through a collaboration between a university in the US Southeast and a university in Puerto Rico, the researchers explored the use of primary sources to challenge mainstream assumptions and views of Puerto Rico and support application of content and pedagogic approaches into early childhood and elementary classrooms among preservice teachers working in schools in a region with a growing Puerto Rican population. The researchers investigated how preservice teachers’ potential for culturally responsive teaching influenced their selection and application of primary sources, cultural narratives, and intertextual articulation as tools to counter narratives of colonialism and oppression that suppress the civic identity formation of young children. The findings suggest that preservice teachers with high potential for culturally responsive pedagogy have greater success integrating inquiry-based learning experiences to support children in challenging historical metanarratives as they synthesize information across intertextual resources. Through the act of interpretation and interrogating multiple viewpoints, children may reclaim their civic identities as they reconsider all the possibilities of meaning encapsulated by a snapshot in time.

中文翻译：

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波多黎各的形象、公民身份和文化叙事：使用互文表达来发展文化响应实践

通过美国东南部的一所大学和波多黎各的一所大学之间的合作，研究人员探索了使用主要来源来挑战波多黎各的主流假设和观点，并支持将内容和教学方法应用于学前班和小学课堂在波多黎各人口不断增长的地区的学校工作的教师。研究人员调查了职前教师在文化响应性教学方面的潜力如何影响他们对主要来源、文化叙事和互文表达的选择和应用，这些内容作为对抗殖民主义和压迫叙事的工具，这些叙事抑制了幼儿的公民身份形成。研究结果表明，具有文化响应教学法潜力的职前教师在整合基于探究的学习经验方面取得了更大的成功，以支持儿童在跨互文资源综合信息时挑战历史元叙事。通过解释和质疑多种观点的行为，孩子们可以在重新考虑由时间快照封装的意义的所有可能性时重新获得他们的公民身份。