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“They act like they went to hell!”: Black teachers, racial justice, and teacher education

“They act like they went to hell!”: Black teachers, racial justice, and teacher education While Black teachers have engaged in racial justice-oriented teaching for centuries and the body of research on racial justice-oriented teachers is growing, very little is known about how teachers come to this work. The purpose of this paper is to focus on where and how Black teachers who teach with racial justice aims learned to engage in this work.Design/methodology/approachThis is a narrative inquiry (Clandinin and Connelly, 2000) study that was designed and analyzed using a critical race theory lens.FindingsParticipants learned to engage in racial justice-oriented teaching from their lived experience, particularly from their K-12 teachers who showed why this kind of teaching was necessary. Additionally, participants were highly skeptical of whether or not teacher education programs could prepare White preservice teachers to engage in this kind of teaching.Originality/valueThere is very little research focusing on how Black teachers come to engage in racial justice-oriented teaching, and even less that provides insight into how Black teachers perceive teacher education programs at predominantly White institutions (PWIs). This study sheds light on when, where and how Black teachers learn to teach with racial justice aims, and it also illuminates the experiences of Black teachers in PWI teacher education programs. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal for Multicultural Education Emerald Publishing

“They act like they went to hell!”: Black teachers, racial justice, and teacher education

Journal for Multicultural Education , Volume 15 (2): 12 – Aug 9, 2021

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2053-535X
DOI
10.1108/jme-10-2020-0104
Publisher site
See Article on Publisher Site

Abstract

While Black teachers have engaged in racial justice-oriented teaching for centuries and the body of research on racial justice-oriented teachers is growing, very little is known about how teachers come to this work. The purpose of this paper is to focus on where and how Black teachers who teach with racial justice aims learned to engage in this work.Design/methodology/approachThis is a narrative inquiry (Clandinin and Connelly, 2000) study that was designed and analyzed using a critical race theory lens.FindingsParticipants learned to engage in racial justice-oriented teaching from their lived experience, particularly from their K-12 teachers who showed why this kind of teaching was necessary. Additionally, participants were highly skeptical of whether or not teacher education programs could prepare White preservice teachers to engage in this kind of teaching.Originality/valueThere is very little research focusing on how Black teachers come to engage in racial justice-oriented teaching, and even less that provides insight into how Black teachers perceive teacher education programs at predominantly White institutions (PWIs). This study sheds light on when, where and how Black teachers learn to teach with racial justice aims, and it also illuminates the experiences of Black teachers in PWI teacher education programs.

Journal

Journal for Multicultural EducationEmerald Publishing

Published: Aug 9, 2021

Keywords: Black teachers; Race; Teacher education; Critical race theory

References