More than an Ally: A Successful White Teacher Who Builds Solidarity with His African American Students

Autor/in	Boucher, Michael Lee, Jr.
Titel	More than an Ally: A Successful White Teacher Who Builds Solidarity with His African American Students
Quelle	In: Urban Education, 51 (2016) 1, S.82-107 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085914542982
Schlagwörter	Whites; Males; Qualitative Research; Case Studies; Classroom Techniques; Cultural Pluralism; Teacher Student Relationship; African American Students; Academic Achievement; Achievement Gap; Guidelines; Urban Education; High School Students; Secondary School Teachers; Critical Theory; Poverty; Homeless People; Self Concept; Interviews; Observation; Ethnography + Suchen Sie Ihr Suchwort? White; Weißer; Male; Männliches Geschlecht; Qualitative Forschung; Case study; Fallstudie; Case Study; Klassenführung; Kulturpluralismus; Teacher student relationships; Lehrer-Schüler-Beziehung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Richtlinien; Stadtteilbezogenes Lernen; High school; High schools; Oberschule; Kritische Theorie; Armut; Homeless person; Homeless persons; Obdachloser; Selbstkonzept; Interviewing; Interviewtechnik; Beobachtung; Ethnografie
Abstract	This qualitative case study provides a counternarrative to the literature of White teachers who are unsuccessful in bridging the achievement gap and disrupts the assumed meaning of solidarity between successful White teachers and their African American students. As part of successful classroom practice, this teacher interrogated his own whiteness and worked to create relationships of solidarity with students. Solidarity in multicultural and multiracial classrooms is difficult to build and a deeper concept than many theorists have acknowledged. The success of this teacher suggests that the creation of relationships of solidarity may be an effective framework to describe successful White teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01