'That's My Job': Black Teachers' Perspectives on Helping Black Students Navigate White Supremacy

Autor/in	Duncan, Kristen E.
Titel	'That's My Job': Black Teachers' Perspectives on Helping Black Students Navigate White Supremacy
Quelle	In: Race, Ethnicity and Education, 25 (2022) 7, S.978-996 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duncan, Kristen E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2020.1798377
Schlagwörter	African American Teachers; Blacks; African American Students; Teacher Attitudes; Whites; Power Structure; Advantaged; Racism; Teacher Student Relationship; Middle School Teachers; High School Teachers; Student Empowerment; Social Justice; Educational Practices + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Black person; Schwarzer; Student; Students; Schüler; Schülerin; Studentin; Lehrerverhalten; White; Weißer; Rassismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Studienberechtigung; Soziale Gerechtigkeit; Bildungspraxis
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01