Who's Got Our Backs? Becoming Bilingual Special Educators Through Alternative Certification

• In Event: Racial Literacy, Disrupting Whiteness (Preservice)

Abstract

As school districts across the US respond to teacher shortages, a growing number of individuals will be certified through alternative teacher certification programs (ATCPs). Despite criticism that ATCPs inadequately prepare beginning teachers, the reality is that these individuals are often placed in classrooms with students labeled as bilingual and/or disabled. Drawing from queer and critical perspectives, this qualitative study takes seriously the imperative to pursue principled, informed ATCP designs by exploring the dilemmas of eleven bilingual special educators. Findings suggest that although participants experience a highly-surveilled context, teachers nevertheless seek to resist assimilative pressures. Notably, community commitments buoy program persistence, and teachers seek clarity and political knowledge around their roles as bilingual special educators. Implications for ATCP design are included.

Author

• Devon Hedrick-Shaw, University of Colorado - Boulder
  Presenting Author