Understanding Radical Inclusive Education From Within: Preservice Bilingual Teachers' Trajectories Along a Radical-Reductionist Pedagogical Continuum

• In Event: Intersections of Race and Language

Abstract

The purpose of this study is to illustrate pre-service bilingual education teachers’ learning paths and trajectories along a radical-reductionist continuum while working with bilingual students with and without disabilities in an afterschool program. We aim to find what radicalism can and does look like in the classroom within the context of working with students with multiple and layering identities and labels. In order to examine and define how these teachers enact either radical or reductionist attitudes and teaching practices, we create and use a Four Field Model (FFM) based on the work of Cultural Historical Activity scholars as both a theoretical framework as well as an analytical tool to guide our exploration.

Authors

• Belinda Arana, Teachers College, Columbia University

• Patricia Martínez-Álvarez, Teachers College, Columbia University

• SooJin Jeon, Teachers College, Columbia University