Purpose

This paper aims to describe how engaging in an inquiry-as-stance reflexive approach informed the design of a graduate-level early childhood social studies methods course to support the professional identity development of multilingual/Latinx, Black, Indigenous, people of color (ML/L/BIPOC) teacher candidates.

Design/methodology/approach

Nested within a theoretical construct that articulates “unlearning as a disruptive force” (Dunne, 2016), the author used a parallel process that modeled the teaching of social studies methods grounded in critical reflections of students’ cultural and linguistic assets. In so doing, the author shares how she models culturally and linguistically responsive-sustaining pedagogy in practice.

Findings

The findings illustrate that in this course, students begin unlearning internalized deficit narratives that they have been socialized to believe about themselves and, often, their students.

Research limitations/implications

This study is based on only four semesters of teaching one graduate-level methods course to ML/L/BIPOC early childhood educators at one institution, research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further.

Originality/value

Through unlearning, ML/L/BIPOC learn to recognize their assets, dispositions, skills and capacities more fully and, thus, are more able to enact culturally responsive-sustaining pedagogy once in their own classrooms. As such, this study has value for applying critical, identity-centered and asset-based pedagogies in teacher preparation programs.

中文翻译：

---

教学（非）学习：在多语言/拉丁裔/BIPOC 教师候选人的身份发展中体现社会正义

目的

本文旨在描述采用探究立场的反思方法如何为研究生水平的幼儿社会研究方法课程的设计提供信息，以支持多语言/拉丁裔、黑人、土著、有色人种（ML /L/BIPOC) 教师候选人。

设计/方法论/途径

基于阐明“忘却是一种破坏性力量”的理论结构（Dunne，2016），作者使用了一个并行过程，对基于学生文化和语言资产批判性反思的社会研究方法的教学进行了建模。在此过程中，作者分享了她如何在实践中塑造文化和语言响应维持教学法。

发现

研究结果表明，在本课程中，学生开始忘却内化的缺陷叙述，这些叙述使他们在社会中相信自己，通常也相信他们的学生。

研究局限性/影响

这项研究仅基于一个机构向 ML/L/BIPOC 幼儿教育工作者教授一门研究生水平方法课程的四个学期，研究结果可能缺乏普遍性。因此，鼓励研究人员进一步测试所提出的命题。

原创性/价值

通过忘却学习，ML/L/BIPOC 学会更充分地认识自己的资产、性格、技能和能力，因此一旦进入自己的课堂，就更有能力实施文化响应式维持教学法。因此，这项研究对于在教师培训项目中应用批判性的、以身份为中心和基于资产的教学法具有价值。