Abstract
If current efforts to recruit and retain teachers from working-class, ethnically and linguistically diverse backgrounds in the field of education are to be effective, somewhat evidently, the experiences of preservice and in-service teachers from these backgrounds must be brought to the forefront. For instance, in order to frame the work of teachers and teacher educators dedicated to advancing diverse cultural, linguistic, and class-responsive approaches, Lisa Delpit suggests that “appropriate education of poor children and children of color can only be devised in consultation with adults who share their culture” (1993, 138, emphasis added). Moreover, one of my goals for early childhood teacher candidates is to nurture reflexive dialogues that widen awareness of class struggles around educational inequities. By drawing on students’ university classroom discussions regarding the relationships between early care/education ideologies and sociocultural influences, teacher candidates are encouraged to integrate their social, cultural, and lived experiences and beliefs about child care and education with current “best” practices in early care/education settings.
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© 2013 Gay Wilgus
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Garavuso, V. (2013). “I’m Not Just Gonna Settle for Anything”. In: Wilgus, G. (eds) Knowledge, Pedagogy, and Postmulticulturalism. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137275905_3
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