A common predicament among teacher educators concerns the deficit-views about students and communities that at times surface in the context of our courses. As literacy scholars of color who are also former schoolteachers ourselves, we often experience these perspectives with a particular sense of alarm and contradiction.
CITATION STYLE
Ghiso, M. P., Spencer, T., Ngo, L., & Campano, G. (2013). Critical inquiry into literacy teacher education accounting for students. In Literacy Teacher Educators: Preparing Teachers for a Changing World (pp. 51–64). Sense Publishers. https://doi.org/10.1007/978-94-6209-200-6_5
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