For too long, the justification for recruiting teachers of Color (TOCs) has been framed as a demographic and democratic imperative (Achinstein & Ogawa, 2012). As teacher educators of Color and former elementary and secondary (K-12) teachers, we (the authors) argue that the rationale for increasing TOCs moves beyond diversifying a workforce, but instead to disrupt racial, cultural, and linguistic inequity that center Whiteness and adversely impact students of Color (SOCs) in schools. At large, the teaching profession remains predominantly White (Boser, 2014; Goodwin, 2004; Ingersoll, Merrill, Stuckey, & Collins, 2018; Ladson-Billings, 2001), yet, the population of students of Color entering K-12 public schools continues to grow (Boser, 2011, 2014; U.S. Department of Education, National Center for Education Statistics, Common Core of Data, 2013). Consequently, inherent bias that favors White cultural norms and values continues to appear in textbooks (Brown & Brown, 2010; Elliott, Nagel, & Woodward, 1985; Loewen, 2007), school spaces, and pedagogies, resulting in a negative impact on student experience and performance (Jacoby-Senghor, Sinclair, & Shelton, 2016). The process of normalizing Whiteness in teacher education and K-12 schools has put the wellbeing and success of students of Color in a precarious situation, which often disregards and makes invisible their cultural identity and wealth of knowledge (King, 1995). TOCs in K-12 schools demonstrate greater effectiveness with SOCs (Ingersoll & May, 2011) and are also perceived more favorably by students of all backgrounds (Cherng & Halpin, 2016). Unfortunately, TOCs in teacher education programs confront exclusionary practices and are devalued, where the professoriate remains predominantly White (Goodwin, 2004; Ladson-Billings, 2001). For instance, recent research indicates that TOCs face subtle and covert racism, known as racial microaggressions, overt racism and “othering” in their teacher education programs (Carter Andrews et al., 2019; Mawhinney & Rinke, 2019). These negative experiences in teacher education help illuminate why efforts at diversifying the

中文翻译：

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整合有色人种教师知识资金，转变教师教育

长期以来，招募有色人种教师 (TOC) 的理由一直被认为是人口统计学和民主的当务之急（Achinstein & Ogawa，2012 年）。作为有色人种的教师教育者和前小学和中学 (K-12) 教师，我们（作者）认为，增加 TOC 的理由不仅仅是使劳动力多样化，而是要破坏以白人为中心的种族、文化和语言不平等。对学校的有色人种学生 (SOC) 产生不利影响。总的来说，教师职业仍然主要是白人（Boser，2014；Goodwin，2004；Ingersoll、Merrill、Stuckey 和 Collins，2018；Ladson-Billings，2001），然而，进入 K-12 公立学校的有色人种学生人数继续增长（Boser，2011 年，2014 年；美国教育部，国家教育统计中心，数据共同核心，2013）。因此，有利于白人文化规范和价值观的固有偏见继续出现在教科书（Brown & Brown，2010 年；Elliott、Nagel 和 Woodward，1985 年；Loewen，2007 年）、学校空间和教学法中，对学生产生负面影响。经验和表现（Jacoby-Senghor、Sinclair 和 Shelton，2016 年）。在教师教育和 K-12 学校中使白人正常化的过程使有色人种学生的福祉和成功处于不稳定的境地，这往往无视并掩盖了他们的文化身份和知识财富（King，1995）。K-12 学校的 TOC 与 SOC 一起显示出更高的有效性（Ingersoll & May，2011），并且也更受所有背景的学生的欢迎（Cherng & Halpin，2016）。很遗憾，教师教育计划中的 TOC 面临排斥性做法并被贬低，在这种情况下，教授仍然主要是白人（Goodwin，2004；Ladson-Billings，2001）。例如，最近的研究表明，TOC 在其教师教育计划中面临微妙和隐蔽的种族主义，即种族微侵略、公开的种族主义和“其他”（Carter Andrews 等，2019；Mawhinney & Rinke，2019）。教师教育中的这些负面经验有助于说明为什么努力使教育多样化 马威尼和林克，2019 年）。教师教育中的这些负面经验有助于说明为什么努力使教育多样化 马威尼和林克，2019 年）。教师教育中的这些负面经验有助于说明为什么努力使教育多样化