The Global Legacy
Edited By Michael A. Peters and Tina Besley
Chapter Twenty-Seven: Bilingual Education, Culture, and the Challenge of Developing Freirean Dispositions in Teacher Education
Bilingual Education, Culture, and the Challenge of Developing Freirean Dispositions in Teacher Education
JACOB W. NEUMANN
Calls for developing Freirean dispositions among teacher candidates frequently appear in the critical teacher education literature (e.g., Bartolomé, 2004; Darder, Torres, & Baltodano, 2002; Major & Brock, 2003). Within the area of bilingual education, these calls are beginning to be specifically directed toward teacher candidates’ dispositions about culture (e.g., Dantas-Whitney, Mize, & Waldschmidt, 2009). Such calls make sense, because as the bilingual education literature clearly shows, bilingual education fits a Freirean disposition toward culture well. Yet, developing Freirean dispositions toward culture among teacher education students presents significant challenges that have not yet been adequately addressed in the critical literature. In this chapter, I examine these challenges through the context of a social studies methods course that I teach at a university in the United States and through field research I conduct at a local middle school near my university. I find that even though bilingual education suits Freirean dispositions toward culture well, several factors collude to make this a complicated and difficult endeavor: uncertainty about the meaning of the term “culture,” the challenge in changing teacher candidates’ beliefs about education, and, perhaps most importantly, practical and conceptual obstacles to developing Freirean dispositions within teacher education. ← 431 | 432 →
The University of Texas - Pan American is located in south Texas, approximately 20 miles from the U.S. border with Mexico, in a...
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