Literaturnachweis - Detailanzeige
| Autor/inn/en | Kohli, Rita; Pizarro, Marcos |
|---|---|
| Titel | Fighting to Educate Our Own: Teachers of Color, Relational Accountability, and the Struggle for Racial Justice |
| Quelle | In: Equity & Excellence in Education, 49 (2016) 1, S.72-84 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1066-5684 |
| DOI | 10.1080/10665684.2015.1121457 |
| Schlagwörter | Minority Group Teachers; Accountability; Race; Social Justice; Qualitative Research; Teacher Attitudes; Minority Group Students; World Views; Epistemology; Urban Teaching; Public Schools; Professional Isolation; Barriers; Questionnaires; Interviews; Grounded Theory; School Culture; Power Structure; Community |
| Abstract | Research demonstrates that many teachers of Color enter schools committed to challenging injustice, yet often face barriers to accomplishing this goal. This article presents emergent themes from a qualitative study with 218 self-identified, racial justice-oriented teachers of Color. Using Wilson's (2008) indigenous cultural framework of relationality and relational accountability to analyze our data, we introduce the concept of community-oriented teachers of Color to describe the accountability these teachers have towards students of Color and their communities. We found that despite their connections, insights, and successes with students, hierarchies of ontology (ways of being) and epistemology (ways of knowing) within schools that promote individualism served to isolate and marginalize community-oriented teachers of Color and, thus, limited their ability to advance racial justice. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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