Urban contexts where children with a range of abilities, languages, and cultures are served demand unique teacher preparation models. This study contends that ensuring unrestrictive learning environments in inclusive bilingual classrooms, where multiple educators work together, requires teachers to attend to division-of-labor. Informed by cultural historical activity theory, this article explores the kinds of division-of-labor dynamics surfacing in 35 multivoiced postlesson discussions. The focus on division-of-labor surfaced the need for teachers to collectively attend to students’ learning while they “hold the center,” and purposefully centering student agency. The analysis offers insight for the preparation of teachers for inclusive bilingual classrooms.
AcostaS. T.ChenX.GoltzH.GoodsonP.PadrónY. (2018). A case study of novice bilingual education teachers conducting action research and diffusing teaching innovations. Urban Education. Advance online publication. doi:10.1177/0042085918805148
2.
AndersonL.StillmanJ. (2010). Opportunities to teach and learn in high-needs schools: Student teachers’ experiences in urban placements. Urban Education, 45, 109-141.
3.
ArtilesA. J. (2013). Untangling the racialization of disabilities: An intersectionality critique across disability models. Du Bois Review, 10, 329-347.
4.
ArtilesA. J.KlingnerJ. K.KingK. (2008). Bilingual special education. Encyclopedia of bilingual education. New York, NY: Sage.
5.
ArtilesA. J.KozleskiE. B. (2007). Beyond convictions: Interrogating culture, history, and power in inclusive education. Journal of Language Arts, 84, 351-358.
6.
ArtilesA. J.KozleskiE. B.DornS.ChristensenC. (2007). Learning in inclusive education research: Remediating theory and methods with a transformative agenda. Review of Research in Education, 30, 1-30.
7.
ArtilesA. J.RuedaR.SalazarJ.HigaredaI. (2005). Within-group diversity in minority disproportionate representation: English Language Learners in urban school districts. Exceptional Children, 71, 283-300.
8.
ArtilesA. J.WaitollerF.NealR. (2011). Grappling with the intersection of language and ability differences: Equity issues for Chicano-Latino students in special education. In ValenciaR. (Ed.), Chicano school failure and success: Past, present, and future (3rd ed., pp. 213-234). London, England: Routledge-Falmer.
9.
BalA.KozleskiE. B.SchraderE. M.RodriguezE. M.PeltonS. (2014). Systemic transformation from the ground-up: Using learning lab to design culturally responsive schoolwide positive behavioral supports. Remedial and Special Education, 35, 327-339.
10.
BlanchettW. J.KlingnerJ. K.HarryB. (2009). The intersection of race, culture, language, and disability: Implications for urban education. Urban Education, 44, 389-409.
11.
BreaultD. A.AndersonA. L. (2008). Educators as architects of reform: Continuing the conversation. In BreaultD. A.AllenL. A. (Eds.), Urban education: A handbook for educators and parents (pp. 53-68). Westport, CT: Greenwood Publishing.
12.
ColeM. (1988). Cross-cultural research in the sociohistorical tradition. Human Development, 31, 137-151.
13.
DanielsH. (2015). Learning contexts for children and young people with learning differences. National Society for the Study of Education, 113, 515-534.
14.
DoverA. G. (2018). Your compliance will not protect you: Agency and accountability in urban teacher preparation. Urban Education. Advance online publication. doi:10.1177/0042085918795020
15.
EngeströmY. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, FI: Orienta-Konsultit.
16.
EngeströmY. (1988). How to do research on activity?The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 10, 30-31.
17.
EngeströmY. (1993). Developmental studies of work as test bench of activity theory: The case of primary care medical practice. In LaveJ.ChaiklinS. (Eds.), Understanding practice: Perspectives on activity and context (pp. 64-102). Cambridge, UK: Cambridge University.
18.
EngeströmY. (2006). Activity theory and expansive design. In BagnaraS.SmithG. C. (Eds.), Theories and practice of interaction design (pp. 3-23). Mahwah, NJ: Lawrence Erlbaum.
19.
FerriB. A.ConnorD. J. (2005). Tools of exclusion: Race, disability, and (re)segregated education. Teachers College Record, 107, 453-474.
20.
GabelS.DanforthS. (Eds.). (2006). Vital questions for disabilities studies in education. New York, NY: Peter Lang.
21.
GándaraP.ContrerasF. (2009). The Latino education crisis: The consequences of failed social policies. Cambridge, MA: Harvard University Press.
22.
GoodwinA. L.RoegmanR.ReaganE. M. (2016). Is experience the best teacher? Extensive clinical practice and mentor teachers’ perspectives on effective teaching. Urban Education, 51, 1198-1225.
23.
HarryB. (2008). Collaboration with culturally and linguistically diverse families: Ideal versus reality. Exceptional Children, 74, 372-388.
24.
HenriksenD.MishraP. (2015). We teach who we are: Creativity in the lives and practices of accomplished teachers. Teachers College Record, 117(7), 1-46.
25.
HowardT. C.MilnerH. R.IV. (2014). Teacher preparation for urban schools. In MilnerH. R.LomoteyK. (Eds.), Handbook of urban education (pp. 199-216). New York, NY: Routledge.
26.
Il’enkovE. V. (1977). Dialectical logic: Essays in its history and theory. Moscow, Russia: Progress Publishers.
27.
Il’enkovE. V. (1982). The dialectics of the abstract and the concrete in Marx’s capital. Moscow, Russia: Progress Publishers.
28.
KennedyC. H. (2005). Single-case designs for educational research. Boston, MA: Allyn & Bacon.
29.
KimY.SilverR. E. (2016). Provoking reflective thinking in post observation conversations. Journal of Teacher Education, 67, 203-219.
30.
Leont’evA. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice Hall.
31.
Leont’evA. N. (1981). Problems of the development of the mind. Moscow, Russia: Progress Publishers.
32.
Martínez-ÁlvarezP.GhisoM. P. (2017). On languaging and communities: Latino/a emergent bilinguals’ expansive learning and critical inquiries into global childhoods. International Journal of Bilingual Education and Bilingualism, 20(6), 667-687.
33.
Martínez-ÁlvarezP. (Under Review). The relevance of multivoiced feedback for the preparation of teachers for inclusive bilingual education. Journal of Teacher Education.
34.
MaxwellJ. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Thousand Oaks, CA: Sage.
35.
NaraianS.FergusonD. L.ThomasN. (2012). Transforming for inclusive practice: Professional development to support the inclusion of students labeled as emotionally disturbed. International Journal of Inclusive Education, 16, 721-740.
36.
NaraianS.OylerC. (2014). Professional development for special education reform: Rearticulating the experiences of urban educators. Urban Education, 49, 499-527.
37.
National Research Council. (2002). Minority students in special and gifted education (DonovanM. S.CrossC. T. Eds., Committee on Minority Representation in Special Education, Division of Behavioral and Social Sciences and Education). Washington, DC: National Academy Press.
NicasJ.KitroeffN.GellesD.GlanzJ. (2019, June2). The late change and fatal flaws, in Boeing’s plane. The New York Times, pp. A1, A20.
41.
ParrishT. (2002). Racial disparities in the identification, funding, and provision of special education. In LosenD. J.OrfieldG. (Eds.), Racial inequity in special education, (pp. 15-38). Cambridge, MA: Harvard Education Publishing Group.
42.
RodriguezD. (2009). Meeting the needs of English language learners with disabilities in urban settings. Urban Education, 44, 452-464.
43.
RuedaR.GallegoM. A.MollL. C. (2000). The least restrictive environment: A place or a context?Remedial and Special Education, 21(2), 70-78.
44.
RuedaR.StillmanJ. (2012). The 21st century teacher: A cultural perspective. Journal of Teacher Education, 63, 245-253.
45.
SleeterC. E. (2008). Equity, democracy, and neoliberal assaults on teacher education. Teaching and Teacher Education, 54, 1947-1957.
46.
StraussA.CorbinJ. (1998). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
47.
TuckE.GorlewskiJ. (2016). Racist ordering, settler colonialism, and edTPA: A participatory policy analysis. Educational Policy, 30, 197-217.
U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2015). 37th annual report to congress on the implementation of the Individuals with Disabilities Education Act, 2015. Washington, DC. Retrieved from https://www2.ed.gov/about/reports/annual/osep/2015/parts-b-c/37th-arc-for-idea.pdf
50.
VygotskyL. S. (1978). Mind in society: The development of higher psychological processes. London, England: Cambridge University Press.
51.
WaitollerF. R.ThoriusK. A. K. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for disability. Harvard Educational Review, 86, 366-389.
52.
WangP.WoolfS. B. (2015). Trends and issues in bilingual special education teacher preparation: A literature review. Journal of Multilingual Education Research, 6, 35-59.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
