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dc.contributor.authorHaddix, Marcelle M.
dc.date.accessioned2020-08-20T13:58:41Z
dc.date.available2020-08-20T13:58:41Z
dc.date.issued2015
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/41367
dc.description.abstractCultivating Racial and Linguistic Diversity in Literacy Teacher Education examines how English and literacy teacher education—a space dominated by White, English-monolingual, middle class perspectives—shapes the experiences of preservice teachers of color and their construction of a teacher identity. Significant and timely, this book focuses attention on the unique needs and perspectives of racially and linguistically diverse preservice teachers in the field of literacy and English education and offers ways to improve teacher training to better meet the needs of preservice teachers from all racial, ethnic, and linguistic backgrounds. These changes have the potential to diversify the teacher force and cultivate teachers who bring rich racial, cultural, and linguistic histories to the field of teaching.
dc.languageEnglish
dc.subject.otherEnglish education
dc.subject.otherMarcelle Haddix
dc.subject.otherdiversity
dc.subject.otheridentity
dc.subject.otherlinguistic
dc.subject.otherlinguistic diversity
dc.subject.otherliteracy
dc.subject.otherracial diversity
dc.subject.otherteacher education
dc.titleChapter 1 Being the “Only One”: The Importance of Teacher Diversity for Literacy and English Education
dc.typechapter
oapen.identifier.doi10.4324/9781315850665
oapen.relation.isPublishedBy7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb
oapen.relation.isPartOfBookdd5a49aa-24ab-45fa-a36c-ede1ebf7cb59
oapen.relation.isbn9780415729956
peerreview.anonymitySingle-anonymised
peerreview.idbc80075c-96cc-4740-a9f3-a234bc2598f1
peerreview.open.reviewNo
peerreview.publish.responsibilityPublisher
peerreview.review.stagePre-publication
peerreview.review.typeProposal
peerreview.reviewer.typeInternal editor
peerreview.reviewer.typeExternal peer reviewer
peerreview.titleProposal review
oapen.review.commentsTaylor & Francis open access titles are reviewed as a minimum at proposal stage by at least two external peer reviewers and an internal editor (additional reviews may be sought and additional content reviewed as required).


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