ABSTRACT

In this article, we explore the need for decolonizing practices in teacher education for developing critical consciousness with preservice teachers of Color (PTOC). We assert that the development of critical consciousness for PTOC must include practices that specifically attend to their racialized experiences in the context of white spaces- their teacher preparation programs, the teaching profession, and society writ large- where they have been subjected to colonized paradigms of what it means to teach children of Color. We use culturally relevant/responsive teacher education to frame our discussion and place emphasis on the construct of critical consciousness.

摘要

在本文中，我们探讨了教师教育中非殖民化实践的必要性，以培养有色人种职前教师 (PTOC) 的批判意识。我们断言 PTOC 批判意识的发展必须包括专门关注他们在空白背景下的种族化经历的实践——他们的教师准备计划、教师职业和社会大写——在那里他们受到殖民范式的影响教有色人种的孩子意味着什么。我们使用与文化相关/反应灵敏的教师教育来构建我们的讨论，并强调批判意识的构建。