Kondo publishes article about experiences of African American students in an advanced diversity course
Chelda Smith Kondo, Ph.D.
Chelda Smith Kondo, Ph.D., assistant professor in the Department of Elementary and Special Education, published an article in Anthropology & Education Quarterly. “Front Streeting: Teacher Candidates of Color and the Pedagogical Challenges of Cultural Relevancy” details the experiences of six African American preservice teachers enrolled in an advanced diversity course within an urban early childhood education program. Findings reveal that curricular material and pedagogical approaches in diversity courses can actually perpetuate the dominance of “whiteness.”
In this particular study, “front streeting” refers to the vulnerability teachers of color experience when their minoritized identities are fetishized in diversity classrooms, through an expectation of confirmed lived experiences or expert knowledge of their demographic groups.
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