Through a critical-ecological lens, this book examines how to prepare preservice teachers to be resourceful and responsive practitioners in addressing the intellectual needs of children often labeled as "culturally and linguistically diverse." It explores a comprehensive re-design of a teacher education program grounded in research on the complex factors that affect the teaching and learning of linguistically and culturally diverse children. Re-Designing Teacher Education for Culturally and Linguistically Diverse Students challenges hegemonic cultural and linguistic norms, quantitative and static views of "resources," the impact of U.S. education policy, and the limited attention to the agency, identities, and strategic actions of diverse students and their families.
Foreword Luis Moll
1. Introduction Ana Christina DaSilva Iddings
2. Why
are Critical Perspectives and Ecological Approaches Needed in Early Childhood
Teacher Education?: Toward a Trans/contextual Cultural-Ecological Approach
Mariana Souto-Manning
3. Using a Design-based Research Approach: Educating
Early Childhood Teachers to Understand, Engage, and Teach the Culturally and
Linguistically Diverse Child Donna Jurich, Ana Christina DaSilva Iddings,
Renée Clift
4. Engaging Teacher Educators Commitment to the Principles of
CREATE Over Time Sheri Robbins, Kimberly S. Reinhardt, Renee T. Clift
5.
Prospective Teachers Interactions with Families: Understanding Home Contexts
Norma Gonzalez & Rebecca Zapien
6. Teacher Candidates Connecting to Community
Resources and Childrens Literacies Iliana Reyes, Jesus Acosta, Ana Fierro,
Yi-Ping Fu & Rebecca Zapien
7. Thinking with Teacher Candidates: The
Transformative Power of Story in Teacher Education Marķa V. Acevedo, Dorea
Kleker, Lauren Pangle, and Kathy G. Short
8. Understanding Childrens Funds
of Knowledge through Observations of Play Haeny S. Yoon
9. Guided Reading
Books and Photography Leveraging Pre-service Teachers Understanding of
Emergent Literacy Instruction Eliza Desirée Butler, Nayalin Pinho Feller &
Ana Christina DaSilva Iddings
10. Making Race and Racism Visible: Respecting
and Valuing the Voices of Educators of Color in Teacher Preparation Programs
Kelli Gray & Mary Carol Combs
11. Learning to Teach for Equity, Access, and
Inclusion: Directions for Program Design and Research in Early Childhood
Teacher Education Deborah Wells Rowe12 Afterword H. Richard Milner IV
Ana Christina da Silva Iddings is Professor of Language, Literacy, and CultureEarly Childhood at the University of Arizona, USA.
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