This text examines how English and literacy teacher education-a space dominated by White, English-monolingual, middle class perspectives-shapes the experiences of preservice teachers of color and their construction of a teacher identity and offers ways to improve teacher training to better meet the needs of preservice teachers from all racial, ethnic, and linguistic backgrounds.
Author Biography
Marcelle M. Haddix is Dean's Associate Professor and Chair of the Reading and Language Arts department at Syracuse University, USA.
