Preparing dance specialist teachers to successfully educate an increasingly diverse student population highlights a number of challenges within an educational policy landscape characterized by technical production, methods-centric teacher preparation, teacher-proof curriculum, and standardization. The ramifications of these policies have significantly narrowed the scope of teacher preparation and stripped curricula of educational foundations content. This article presents a praxis-incorporative approach for integrating social foundations content into dance teacher preparation based on a review of relevant national standards. Recommendations and insights, grounded in research findings from an undergraduate dance pedagogy course (n = 59) taught from critical and feminist pedagogical perspectives, are discussed.

Troubling Methods-Centric “Teacher Production”: Social Foundations in Dance Education Teacher Preparation

Schools of education have seen many changes over the last 100 years (Labaree 2004). More recent modifications have included the slow and steady elimination of the social foundations of education in lieu of a more direct attention to teacher skills and basic training. The increased focus on the so-called “nuts and bolts” of teacher education trumps the larger vision of the purpose or function of education. This article proposes an alternative view of teacher education—one that places primary importance on the benefits of the social foundations on teacher education. In an effort to subvert the current trend toward technically trained teachers, schools of education should instead look to create teachers capable of critically investigating the context of their classroom within the broader world.

The Problem with "Nuts and Bolts:" How the Emphasis on "Highly Qualified Professionals" Is Undermining Education.

......................................................................................................................... vi Chapter 1: Introduction ................................................................................................... 1 Problem Background and Need for Study ............................................................ 4 Problem Statement ................................................................................................ 7 Purpose of Study ................................................................................................. 10 Methodology ............................................................................................................ 11 Research Questions ............................................................................................. 11 Significance of Study .......................................................................................... 11 Theoretical Framework ............................................................................................ 13 Definition of Terms ............................................................................................. 18 Researcher Context ............................................................................................. 20 Conclusion ............................................................................................................... 22 Chapter 2: Literature Review ........................................................................................ 24 African American Women with Postgraduate Degrees ...................................... 24 Educational Matriculation Experiences of AA Women ..................................... 26 Microaggressions ................................................................................................ 33 Support for AA Women in Pursuit of Postgraduate Degrees ............................. 39 Effectiveness of HBCUs and PWIs in Student Experiences .............................. 43 The Prekindergaden-12 Setting ........................................................................... 44 Framework of Black Feminist Thought .............................................................. 46

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The Concrete Rose: A Phenomenological Study of African American Women’s Postgraduate Matriculation Experiences

It was a long, long drive. I traveled through central and north Texas, Arkansas, and Missouri for 2 days before crossing the state line from Missouri to Illinois. The drive gave me a lot of time to...

Me and Bill: Connecting Black Curriculum Orientations to Critical Race Feminism

The purpose of this study is to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students.,The research method used was a qualitative approach. The research design was a descriptive single embedded case study to interview pre-service teachers who were in their second semester in a teacher-credentialing program at a university on the west coast and pre-service teachers who were in their final semester in the same teacher-credentialing program. Pre-service teachers discussed their disappointment in the program for their lack of training in how to work with culturally diverse students.,The findings from the study will add to the body of knowledge specific to teacher-credentialing programs, curriculum developers and universal design for learning on K-12 education.,As schools become more diverse, an important role of teacher-credentialing courses is to train future teachers with the knowledge to assist culturally diverse students. If teachers were multicultural teachers, they would be better prepared to instruct culturally diverse students and could acknowledge sociocultural resources and information that students bring to the classroom.,The study is essential because training teachers to instruct culturally diverse students is critical as student demographics become more diverse.

Are teacher-credentialing programs providing enough training in multiculturalism for pre-service teachers?

A Critical Race Narrative of Intersectionality One of the elements that appear in critical race theory and its subsequent theoretical outgrowths is the element of counterstory or counterstorytelling. Counterstory, as described by Delgado (1999), is created by the out-group, the members of the socially marginalized group, aimed to subvert the reality of the dominant group. For socially marginalized groups, this reality centers on a host of presuppositions, commonly held wisdoms, and shared understandings by the dominant group about the outgroup. These presuppositions, wisdoms, and understandings are what Romeo and Stewart (1999) refer to as the master narrative. This introduction will begin with a counterstory, a critical race narrative of intersectionality, as a means of illustrating one way of understanding the complexities potentially held by those who possess such multidimensional and intersecting identities as race, gender, social class, religion, nationality, and language. The ways in which critical race theory and its outgrowths have, thus far, addressed some of these issues will continue this discussion. Finally, this introduction will provide a glimpse of what is to come in this special issue. The Counterstory Two years ago, I traveled to Italy to visit a friend and colleague who, after retiring, decided to become a permanent resident of this country. Our plan was to visit the two universities in her town and one in Rome to discuss the ways in which teacher education programs prepare their candidates to educate their increasing minority student populations. We would, subsequently, travel to Germany to have similar discussions with teacher educators in Frankfurt and Heidelberg. Having lived in Germany for six and a half years during the 1990s, I felt as if I were going home again. Imagine my excitement to have the opportunity to combine three of the things that intrigue me most: issues of race, teacher education, and traveling through Europe. I boarded the plane in mid-March, taking all of my identities and experiences with me. When I arrived at Rome's Leonardo da Vinci (formerly known as Fiumicino) airport, I was stopped first at passport control. After standing in line for approximately five minutes, I reached the window of a passport officer. I passed my passport through an open slot in the window and the officer picked up my passport, opened it, and greeted me solemnly (in English) without looking up. "Buongiorno," I replied, using the little Italian I knew. He looked up at me and smiled, then looked at my passport photo. "Hello, and welcome to Rome," he said with a smile. After asking me the required questions, he wanted to know if I was staying in Rome. "Yes, for a few days, then I'm traveling to Perugia and Germany." "Really? Are you here for business or pleasure?" "Both." "I see you have a phone. May I call you? I would like to have dinner with you, if you like." "I'm meeting a friend at Termini (Rome's main train station). I will be traveling with her while in the continent." "I will bring a friend for her. Okay?" "Okay." I wrote down my cell phone for him and provided instructions for dialing. "I will await your call. Have a good day." "Thank you. I will call," he said with a smile. As I passed through the baggage claim area (possessing only carry-on luggage), I recalled the affinity Italian men have for women of color, especially women with brown complexions. I was momentarily amused and flattered as I continued through the airport toward the train station platform. When I reached the escalator that provides direct access to the train station, I stopped to re-adjust the way I was holding my bags to accommodate safe passage up the escalator. Just as I was to step on to the escalator, an Italian man approached me from behind, speaking in Italian and motioning for me to hand him my bags. …

Michelle Jay

Papers

Introduction: Thoughts and Ideas on the Intersectionality of Identity