ERIC EJ858587: "Upsetting the Apple Cart": Issues of Diversity in Preservice Teacher Education

2009·0.23 MB·English

by  ERIC

Research
“Upsetting the Apple Cart”
Issues of Diversity in Preservice Teacher Education
Tonda Liggett & Susan Finley
Introduction as teachers. In this study, the likelihood their own ideologies are influenced by the
that they would broach such topics was assumptions they make of people from
Over the last decade, teacher prepara-
directly related to the candidates’ percep- different backgrounds (Hinkel, 1999;
tion programs at colleges and universities
tions of whether their future teaching Liggett, 2008). Addressing the relatively
across the United States have attempted
positions would be jeopardized by doing so. unexamined culture of the self is important
to respond to the challenges of preparing
We maintain that the teacher candidates’ in confronting underlying issues of power
teachers for the increasing diversity that
concern about engaging in practices that that work to sustain certain knowledge
is represented in public schools today.
“would rock the boat” within their school forms and solidify the positionality of the
Teacher programs have responded to these
context was due to a disconnect between White race in the context of teacher educa-
challenges by altering courses, curriculum,
understanding the possibilities of enacting tion—with the result being the racial-cul-
fieldwork experiences, and other policies to
positive change on an individual level ver- tural divide in school achievement. Being
include a diversity and multicultural edu-
sus the daunting undertaking of striving unaware of how dominant culture validates
cation focus (Cochran-Smith & Zeichner,
to change school culture or educational knowledge structures such as written and
2005; Finley,2000). Such a response aligns
institutions as new teachers. spoken discourse could cause teachers to
with research that has indicated that
We argue that explicitly identifying misinterpret the alternative knowledge
preservice teachers often enter teacher
and modeling language that teacher candi- structures that inform their students think-
education courses with no conception of,
dates can use in their classrooms is a nec- ing in ways that disadvantage, rather than
interest in, or concern about, cultural and
essary component to increasing the likeli- empower them (Liggett, 2009).
racial diversity (Milner, 2007).
hood that teachers will develop a praxis The underlying set of factors that
These teacher education students
that foregrounds the multicultural content directly generate the discursive field take
adopt color-blind (Johnson, 2002; Lewis,
that they encounter in their teacher edu- place at what Foucault (1972) calls the pre-
2001; Milner, 2005) and culture-blind
cation courses. In this way, new teachers conceptual level. One social consequence of
ideologies (Ford, Moore, & Milner, 2005)
may be more likely to implement theories this discursive field is the establishment
that obscure the enormous, central, and
of social justice that are emphasized in of a hierarchy of humankind where racial
profound influences that race and culture
many teacher education programs today. classification—the ordering of human
have on an individual’s teaching and learn-
groups on the basis of inherited or environ-
ing. Thus, courses that endeavor to provide
Theoretical Framework mental differences—implies that certain
preservice teachers with the knowledge
races are superior to others (Goldberg,
base and understanding necessary to teach Important to the analysis in this ar-
1993). Breaking down preconceptions and
in highly diverse and urban classrooms ticle is the notion of teacher identity and
dismantling the established discursive
must consider that many preservice teach- the influence that identity factors have on
fields are necessary acts in preparing
ers will enter these courses without any (or teaching. There are many influential fac-
teachers for diverse classrooms.
very limited) prior knowledge and under- tors that contribute to an individual’s self-
In conjunction with the hierarchical
standing of diversity or of individuals quite identity, such as race, ethnicity, culture,
social structures that frame individual no-
different from themselves (Cochran-Smith, class, gender, sexual orientation, religion,
tions of race and culture, neoliberal factors
1995; Finley & Adams, 2003; Ladson-Bill- physical ability, age, and so on. In studies
influence preservice teachers’ willingness
ings, 2001). of American mainstream teachers and
to incorporate diversity into curriculum
This article examines the relation- the factors that influence their pedagogy,
design and teaching practice. Canadian
ship between the attitudes of preservice White racial membership and the cultural
scholar Elizabeth Brule (2004) argues that
teachers towards discussing controver- positionality that this inherently implies
the corporatization of the university has
sial diversity topics with peers and the has been shown to have implications for
constructed students as rational, economic
likelihood that they would address them teacher/student interactions in ways that
decision makers. As such, the only choices
limit minority student academic achieve-
that are acceptably rational are those that
ment (Delpit, 1995; Ladson-Billings, 2001;
increase one’s employment opportunities
Tonda Liggett is an assistant professor Sleeter, 1996).
within the confines of the labor market.
and Susan Finley is an associate professor, This situation is further complicated
Brule also connects this construction with
both with the Department of Teaching and Learning by the embedded nature of racial and
students’ disengagement with critical
at Washington State University Vancouver, cultural assumptions, making it difficult
pedagogy, suggesting that the corporatiza-
Vancouver, Washington. for teachers to know the extent to which
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tion of the university makes it increasingly ing on issues of poverty, race, and culture. Susan, one of the two professors pre-
difficult for educators to foster feminist In addition, one of the course goals was to senting the “Social Context” course, had
and anti-racist perspectives. instill a sense of openness and individual used this Blackboard approach during
Such difficulty stems from ideological reflection on personal identity factors that seven previous iterations of the course. Over
neoliberal constructions that place compe- influence teaching and pedagogy. Much of the years, she has continually changed the
tition, self-sufficiency, and individualism the material addressed the social inequities discussion board prompts to keep the course
at odds with the ideological focus of critical of institutional structures and the role of current, but the 24 discussion boards used
pedagogy that seeks to deconstruct power education in maintaining the marginal- by students in this research effort included
relations (Feigenbaum, 2007). Feigen- ization of underrepresented populations. discussion board topics that in previous
baum argues that such corporatization is There were two sections of the course, years have provoked substantive conversa-
not, as Brule suggests, a form of student taught by the two authors of this article. tion or sustained dialogue. Keeping some
resistance, but rather, a valid and political Data for this article were collected discussion boards open to student initiated
articulation on the part of students, which from responses posted on the open forum topics was part of the overall structure of
attests to the institution’s isolation from site, Blackboard. The discussion format of the discussion format.
the very forms of knowledge that enable Blackboard was used to provide students Her approach to using the Blackboard
students to envision the types of social with a venue for processing the (often) new discussions as a site for action research
transformation that a diversity centered information and alternative perspectives was to maximize participation through
teacher education program promotes. “It from course readings, and to continue top- students’ (and instructors’) participation in
eats away at their imaginations, making ics of discussion beyond the time allowed both virtual and physical meeting spaces.
it difficult for students to envision how by our regular seminar meetings. The syl- Individual boards and threads function as
university knowledge translates into labus stated that Blackboard participation virtual focus groups as students self select
meaningful possibilities for self or social was mandatory, but specific guidelines for which to join, in search of other students
change” (Feigenbaum, 2007, p. 338). numbers of entries or definitions of quality whose interests are similar; classroom
We appreciate the lens through which entries were not included; instead, the syl- discussions then provide opportunities to
Feigenbaum views student construction—it labus promised that faculty would contact cross-generate discussions and link issues,
looks beyond a deficit model to consider the students if their contribution seemed less and develop and explore possible agendas
broader social influences that frame stu- than satisfactory in terms of quantity or for teaching for diversity.
dent thinking about critical pedagogy. Such quality of entries, in order to negotiate A complexity of this process was the
a recasting highlights the limited scope of participation, accommodate special cir- fact that two professors, Susan and Tonda,
a neoliberal ideology that contains the pos- cumstances, or otherwise address systemic simultaneously taught the course in two
sibility and “imaginations” of teacher can- roadblocks to participation. different sections of a program structured
didates to envision themselves as change Use of Blackboard for the two course on a cohort model. This division of students
agents in the teaching profession. instructors was for the purpose of action brought about the further pedagogical goal
Having a limited lens through which research. The aim was to guide us in our of breaking barriers between the two sec-
one perceives their ability to effect change teaching, to understand the perspectives tions, so all students would be members
works against the mission/goal of many of individual students, and to identify of a blended community, across sections.
teacher education programs that strive areas in which we should engage further With Susan’s section enrolling 21 students
to instill a sense of agency in teacher discourse during class time. Similarly, we and Tonda’s roll of 12, it was particularly
candidates as a way to enact change in revisited the discussion boards for the pur- important to create a collaborative atmo-
their local classroom and school contexts. pose of further analyzing information that sphere, so as not to isolate the 12 students
Indeed, in this study, the diabolic notions might be useful to us in our overall pur- in Tonda’s section.
that teacher candidates expressed about pose of presenting a course in subsequent In that sense, the data formed in this
their ability to enact change in their future semesters that would be foundational in research took shape within the context
classrooms was tenuous. These notions preparing preservice teachers to address of a case study of building classroom
hinged on their feelings of realizing the issues of diversity. community through virtual small group
importance of such actions while not want- Moreover, the discussion boards were meetings. In addition to the professorial
ing to “rock the boat” as new teachers. established for the purpose of encouraging collaboration that was taking place, we
critical consciousness by individual stu- were asking for additional collaborations
The Study dents. Our efforts were toward drawing out at the levels of student to student, cohort
personal stories and emotive responses to to cohort, and, finally, participatory ac-
The analysis in this article stems
issues in order to bring together students’ tion research in which the participants
from two sections of a course titled “So-
life events with the theoretical explana- in a research setting are collaborators in
cial Context”, one of the first courses
tions we offered through the text and semi- performing social action.
taken in an intensive 15 month Master’s
nar topics. With this approach we sought On this front, we requested two things
in Teaching program at a university in the
to provide a pedagogical space in which our from our students: (1) willing conversation
Pacific Northwest. A total of 33 students
students could develop the habits of social with students who were not in their section
read material based on a critical pedagogy
critique, within the framework of collective of the course, to include providing some
framework, which included the work of sev-
conscience. In this effort we were using background descriptions of in-class discus-
eral critical theorists.1 The purpose of the
this early course to support the coming sion as necessary to contextualize their
course was to develop a sense of awareness
together of personal and political, which comments for understanding by the entire
about the impact of social stratification on
could then lead to activism and change in cohort; and (2) collaboration as partici-
education in the U.S., particularly focus-
schools, prompted by teacher activism. pants in the professors’ ongoing research
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about preservice teachers’ uses of reflection into the first discussion board, which drew conveyed a sense of worry about offending
in their learning about diversity. general commentary on the class, teaching peers while others expressed interest in
Blackboard discussion topics for indi- format, and readings, and it was the only reading different perspectives and comfort
vidual and collective reflection included: discussion board that invited anonymous in expressing opinions and beliefs that var-
commentary, an option no participant ied from cohort members. The first student
u General (anonymous posts, reactions to
chose. Ten students participated in the wrote,
class, readings, teaching style, all com-
conversation around “controversy.”
ments welcome) Does anyone else feel a little stressed
The second thread examined here,
when you post your opinion on a contro-
u What is the state of America’s children? “What can we do?,” emerged in response versial issue? I am always worried that I
u Academic achievement gap to readings and classroom discussions that am going to offend someone. Some people
encouraged new teachers to bring about make you feel like you are a bad person
u No Child Left Behind Act change in systemic structures that subvert if you have the “wrong” opinion on some-
u Equity and equality difference. Eight students participated in thing. I’m not saying anyone in our class
this discussion. In both threads there was does that. Just people in general.
u How shall we treat others responsibly
near equal participation from students in
and justly in education? Several students responded expressing
both course sections.
concerns similar to those below.
u Democracy, capitalism, and globalization The data were analyzed using a
grounded theory method of coding in order I am always worried that I am going to
u Teachers as cultural workers/Letters to offend someone.
those who dare to teach to apply analytical techniques for handling
data, considering alternative meanings for [It’s] always a little intimidating...espe-
u How is/has the war on terror impacted phenomena, and systematically relating cially in the face of opposing views.
U.S. education?
concepts (Strauss & Corbin, 1998). The
Some students’ concern stemmed from not
u What is democracy? procedures for this analysis consisted
wanting to be misunderstood, judged as a
of reading through all of the discussion
u Financing schools: Equity or disparity? “bad teacher.” or to offend one of their fel-
posts for each topic on the Blackboard site,
u What is the impact of poverty on edu- specifically identifying posts related to par- low students. Conversely, however, many
cation? ticipants’ notions of diversity and teaching students enjoyed hearing alternative opin-
ions and beliefs, such as the following:
u What is zero tolerance? diverse populations. From this narrowing
of discussion excerpts, categories began It makes me rethink my own perspec-
u Brown v Board of Education to emerge for open coding. The categories tive...forces me to alter my view or to even
u Affirmative action: Facing the challenge were interconnected based on comparing abandon it...it helps me to increase my
and contrasting phenomena to identify awareness and understanding.
u Separate schools/separate classrooms
discrepancies, inconsistencies, similarities, I love hearing opinions that are wildly dif-
u Religion-church and state: Unification and divergences (Lincoln & Guba, 1985). ferent from mine. If a person’s beliefs are
or separation parallel to mine there is [little] room for
Discussion discourse. Conversation and a good debate,
u Health and fitness
I feel, are the heart of real education.
u Week 1-6 (a place to share notes and Many of the readings in the “Social
I love reading and hearing other people’s
insights on reading assignments, continue Context” course tied education to influen-
opinions especially if their thinking is
conversations from class, pose questions tial political, social, and historical events
vastly different from mine. It makes me
to each other, etc.) from the turn of the last century until the rethink my own perspective and forces
These topics related to those covered present, exposing students to alternative me to try to see things from other people’s
perspectives about teaching and learn- views. Sometimes seeing someone else’s
in our texts and in classroom discussions
ing. As such, the issue of what this new perspective forces me to alter my view
as well as broad general topics for students
information has to do with actual teaching or to even abandon it. When this hap-
to initiate their own threads (or subtop-
pens—I’ve learned something!
practice became an ongoing component in
ics). Overall, there were 565 substantive
student entries in Blackboard discussion many discussions both inside and outside Maintaining a sense of camaraderie
that included all 33 students. Forty-three regular course meetings. On Blackboard, was important to students as well as the
responses were professorial interactions the discussion delineated into two separate instructors. One student posted, “It’s good
in student-generated conversations. categories: (1) addressing controversial to get this stuff out there so we’re all on
For the purpose of this article, we fo- issues with peers, and (2) addressing the same page and we can get more com-
cus on two, student-initiated threads: the controversial issues as future teachers. fortable with each other!” Much research
first titled, “Controversy,” and the second, Responses to each of these discussions are on multicultural and anti-racist curricula
“What can we do?” Both were posted un- explained below. indicates that students’ level of comfort
der the “General” discussion topic. After in the class corresponds with more open
reading through all of the Blackboard 1. “Controversy”: engagement with course material that
responses, we believe these two threads Addressing Controversy with Peers challenges their identity (Bolgatz, 2005;
most poignantly describe the contexts Under the student initiated thread Kailin, 2002; Ladson-Billings, 2001; Ta-
that frame and influence the responses on Blackboard titled, “Controversy,” tum, 1997; Wang, 2008).
that these teacher candidates had when candidates posted thoughts and attitudes An increased comfort level results
addressing controversial diversity issues. they held about addressing controversial in the willingness of students to more
The topic of “controversy” was logged subjects with each other. Some responses openly discuss controversial topics after
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there has been a relationship established this sense, regardless of the social justice/ descriptors such as: scientists, readers,
and a “safe” environment for which to do diversity focus in the teacher education writers, or mathematicians.
so. Several students expressed that need program, these preservice teachers were
for familiarity in order to feel comfort- not going to implement aspects of diversity 2. Qualifying Language
able discussing the topics. “I feel nervous if doing so meant jeopardizing their jobs.
Using phrases that do not over-gener-
about posting opinions that are contrary
alize helps teachers model an awareness
to values or beliefs...not being familiar Potential Gaps
of speech. This includes phrases such as:
with everyone. Familiarity allows me to in a Social Justice Framework some people...; in my experience...; of-
gauge potential reactions to my beliefs and
ten...; sometimes.... These qualifiers raise
opinions.” How did these students envision the
awareness of nuance and complexity in
Fostering relationship building action component of a social justice frame-
individual experience and situations.
throughout this course was important to work playing out in their own classroom?
compel students to take part in the topics What sense of agency did they have around
3. Indirect and Direct Language
covered. In discussions with peers, these making positive change as new teachers?
teacher candidates expressed a range of From this data, the relationship between Much research has been done regard-
opinions and beliefs with each other, how- a critical pedagogy knowledge base and ing the connection between indirect and
ever, this range narrowed sharply when the the ways that this knowledge base could direct language with socioeconomic status
discussion turned to addressing controver- inform classroom practice remained un- and school performance (Heath, 1983; Lad-
sial topics in their own classrooms. clear and abstract. son-Billings, 2001; Kailin, 2002; Tough,
This undefined area indicates a need 2006). Using both forms familiarizes stu-
2. “What Can We Do”: for us, as teacher educators, to make more dents with multiple ways of expression.
Addressing Controversy as Teachers explicit connections between the individual Indirect polite structures using
actions that teachers can take and the cul- modal verb formations include: could
The second thread, “What can we do?,”
tural and institutional inequity described in you...; would you mind...; why don’t you...;
was posted by a student grappling with
their social foundations course texts. Doing whereas, more direct phrases include: put
how to take action—how to do something
so, we believe, could help foster a sense of away...; don’t...; give this to.... For teachers,
to counteract the social stratification and
agency for new teachers so that they would being aware of differences in grammatical
educational inequity that they were read-
feel empowered and compelled to take on constructions can highlight the underlying
ing about in their “Social Context” books.
controversial topics in their classrooms. meanings that children may attach to them
There was a marked difference between
Below, we outline four potential in- based on their background experiences.
their previous responses to addressing con-
class strategies regarding language use
troversy among peers versus the way they
that could facilitate better understandings 4. Clarifying Questions
would address them as new teachers.
of how to address aspects of diversity and
In this regard, student responses did Two simple clarifying questions that
controversy without attempting to change
not vary—they uniformly agreed that they work to unpack generalizations and serve
school culture wholesale—a daunting task
would not disrupt the status quo by bring- to raise awareness about a topic are “What
for anyone, and especially new teachers
ing up or pursuing controversial diversity do you mean?” and “How do you know?”
trying to develop a teaching practice and
issues. Their responses illustrate the ap- Bolgatz’ (2005) study indicated that when
start a new career. Providing ways to make
prehension they feel. teachers used these two questions with
positive social change that starts with lan-
students during controversial diversity
I’m afraid of pushing peoples’ buttons and guage use in their own classrooms confines discussions, students were more apt to
causing tension. I am also afraid of losing the action component of critical pedagogy
identify the bias statements they were
my job if I push too hard. I feel like this to a strategy that can be incorporated
using to generalize about different groups
is asking a lot of beginning teachers, yet through awareness of discourse used when
of people. As teachers begin asking such
it’s also necessary. How do we initiate this
teaching.
change without causing chaos?” questions of their students, they model
critical analysis and raise awareness
If I’m going to screw up in my first year of In-Class Strategies
about language that students choose and
teaching...I want to do it following what
implications from it.
I’ve been told to do! 1. Inclusive Language
I’m not going to jeopardize my future by When teachers use inclusive language Making Distinctions
upsetting the apple cart... they are assisting children in understand-
ing broader conceptualizations, such as In addition to the language strategies
For these students, addressing issues
notions of family. For example, using described above, making distinctions in
of diversity as teachers was seen as caus-
terms such as guardians, caretakers, dads, teacher education courses between the
ing tension and acting outside the scope of
moms, aunt, grandma, and whoever else individual, cultural, and institutional
regular teaching requirements. In a sense,
may be involved in the students’ care. This realms wherein identity discourse occurs
such actions were interpreted as having
often more accurately describes the reality highlights the scope, purpose, and power
school-wide implications. They didn’t want
of students’ situations in the classroom located at each level so that the relation-
to lose their jobs, nor did they have the
context. ship between the formation of personal
sense of agency or imagination that Brule
In addition, the use of gender neutral beliefs can be linked to cultural values,
refers to in a neoliberal school environment
pronouns works to include all students, which in turn connect to and are influenced
to envision how to pursue change within
specifically terms such as: people, chil- by institutional systems of governance (See
the context of becoming a new teacher. In
dren, or everyone, along with empowering Figure 1).
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For the largely White teacher candi-
date population to recognize that they are, Figure 1: Differentiating Contexts of Identity Discourse
indeed, “cultural beings (Sleeter, 1996)” is
important to becoming aware of differen- IndIvIdual level of IdentIty dIscourse
tial status, positionality, and stratification choices one makes
in the broader realm of society. Talking ways one conforms (or not) to social pressures that influence life choices
about identity on the individual level in- f
volves discussion that focuses on choices f
one makes and the ways one conforms (or f f
f
not) to the social pressures that surround
life choices. InstItutIonal level of IdentIty dIscourse cultural level of IdentIty dIscourse
At this level, examining personal systems or structures that have the power ff group identity and customs
to enforce firmly established in societal how aspects of identity are informed by:
choice in relation to societal pressure to
governance frameworks (government, values
conform allows for an expansion to the
education, religious structures) beliefs
broader cultural level, illustrating the
communication styles (models of
dynamic interaction between cultural and politeness/formality)
individual conceptions of the good. For historical perspectives
example, asking about the identity groups art
teacher candidates belong to helps to focus music
on personal identity such as race, ethnic- family
ity, native language, sexual orientation, rituals (graduations, sport team rallies)
rites of passage (notable birthdays)
physical ability, gender, religion, previous
other social identity group activities
education, and work experience.
For White teacher candidates in par-
ticular, to actually talk about what it means
to be White is often a new experience or and use language that is empowering References
one that they have had little opportunity for their diverse students ensures that
to do (Liggett, 2009). In addition, affinity teacher candidates have the strategies and Bolgatz, J. (2005). Talking race in the classroom.
group memberships such as sports/exercise language to enact change. In this study, New York: Teachers College Press.
groups, organizations, and clubs, as well as the likelihood that the candidates would Brule, E. (2004). Going to the market: Neolib-
eralism and the social construction of the
free-time activities can be identified and engage in controversial diversity topics as
university student as an autonomous con-
differentiated. Such focus allows teacher new teachers hinged on their perceptions sumer. In M. Reimer (ED.), Inside corporate
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communication styles (models of polite- change on an individual level versus the and basket making are not the answers:
ness/formality), historical perspectives, daunting undertaking of striving to change Confronting the dilemmas of race, culture,
art, music, family, rituals (graduations, school culture or educational institutions and language diversity in teacher education.
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