Teaching Black Lives amidst Black Death: Reflections from a Black Visiting Professor

Autor/in	Robinson, Robert P.
Titel	Teaching Black Lives amidst Black Death: Reflections from a Black Visiting Professor
Quelle	In: Journal of Effective Teaching in Higher Education, 4 (2021) 2, S.99-117 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-7608
Schlagwörter	Stellungnahme; African Americans; Racial Bias; Racial Discrimination; Training; Critical Theory; Race; COVID-19; Pandemics; Political Issues; Resistance (Psychology); African American History; Violence; United States History; Equal Education; Social Justice; Activism; Homicide; Fear; College Students; College Faculty; African American Teachers; History Instruction + Suchen Sie Ihr Suchwort? Afroamerikaner; Racial discrimination; Rassismus; Racial bias; Ausbildung; Kritische Theorie; Rasse; Abstammung; Politischer Faktor; Resistenz; Gewalt; Soziale Gerechtigkeit; Aktivismus; Politischer Protest; Mord; Furcht; Collegestudent; Fakultät; African Americans; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; History lessons; Geschichtsunterricht
Abstract	In this essay the author addresses the struggles of teaching a special topics course, Black Freedom Movement Education, in the midst of a global pandemic and Donald Trump's proposed ban on anti-racist training and critical race theory. The educator framed the course under the conceptual lens of stealin' the meetin'--a Black Antebellum practice of creating otherwise literacy practices under repressive circumstances. This form of educational resistance continued beyond enslavement as Black communities used the resources available to educate each other by any means necessary (Robinson, 2020). On a smaller scale, this class carried on the resistance through critical metacognitive engagement with Black education history. The author discusses how he navigated the course when, less than halfway through the quarter, a Black man was killed and burned in a trench. Using emails, lecture notes, student evaluations, texts, and reflections, the author shares vignettes of tension, Black affinity, and communal restoration. (As Provided).
Anmerkungen	Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01