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‘That’s My Job’: Black Teachers’ Perspectives on Helping Black Students Navigate White Supremacy
Race Ethnicity and Education ( IF 3.514 ) Pub Date : 2020-07-23 , DOI: 10.1080/13613324.2020.1798377
Kristen E. Duncan 1
Affiliation  

ABSTRACT

This paper presents the findings of a research study that sought to understand the perspectives of exemplary Black teachers utilizing emancipatory pedagogies to help Black students navigate systems of white supremacy in a contemporary American social landscape where racism is simultaneously invisible and hypervisible. Using critical race theory, the findings of this narrative inquiry indicate that participants made their students aware of the ubiquity of racism and the inevitability that they would experience it. Findings also show that participants provided their students with opportunities to speak back to their oppression, shifted the ways they practiced emancipatory pedagogy based on the teaching and social context in which they found themselves, and learned to engage students in these ways at various points in their lives but not through teacher education. This study has implications for teachers, school administrators, teacher educators, and researchers.



中文翻译:

“那是我的工作”:黑人教师对帮助黑人学生驾驭白人至上的观点

摘要

本文介绍了一项研究的结果,该研究旨在了解模范黑人教师的观点,他们利用解放性教学法帮助黑人学生在当代美国社会环境中驾驭白人至上系统,种族主义同时是无形和超可见的。使用批判性种族理论,这种叙述性调查的结果表明,参与者让他们的学生意识到种族主义的普遍存在以及他们将经历它的必然性。调查结果还表明,参与者为他们的学生提供了回击他们的压迫的机会,根据他们发现自己的教学和社会背景改变了他们实施解放教育学的方式,并且学会了在学生生活的不同阶段以这些方式参与,但不是通过教师教育。这项研究对教师、学校管理人员、教师教育者和研究人员都有影响。

更新日期:2020-07-23
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