No longer on the margins: Researching the hybrid literate identities of Black and Latina preservice teachers

Research output: Contribution to journalArticle

39 Scopus citations

Abstract

In this article, the author takes a close look at the discursive ways that Black and Latina preservice teachers reconcile tensions between their racial and linguistic identities and the construction of teacher identities in the current context of preservice teacher education in the United States. Through the study of language as representative of teacher identities, the author presents a critical discourse analysis of the language and literacy practices of Black and Latina preservice teachers- all nonstandard language and dialect speakers- across diverse contexts within and beyond the university and school setting. This examination of their literacy and language practices elucidated a move beyond marginalization and inferiority toward agency and linguistic hybridity.

Original languageEnglish (US)
Pages (from-to)97-123
Number of pages27
JournalResearch in the Teaching of English
Volume45
Issue number2
StatePublished - Nov 1 2010

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

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