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The Education and Careers of Black Teachers: Changing Identities, Changing Lives (review)

The Education and Careers of Black Teachers: Changing Identities, Changing Lives (review) The Education and Careers of Black Teachers: Changing Identities, Changing Lives Audrey Osler (Buckingham: Open University Press, 1997). Sheryl Conrad Cozart University of Maryland at College Park The stated purpose of The Education and Ca- reers of Black Teachers is to “make visible the experiences of black and minority teachers in Britain” (p. 1). In so doing, Osler acknowledges the risk of representing the teachers as ‘other’ Book Review and attempts to avoid this predicament by us- ing a life history approach. Osler understands the empowerment life histories can provide the researcher as she undertakes the multidimen- sional lives of the teachers. Rather than mak- ing the case for race as a separate issue, Osler draws from the lives of the teachers and explores the operation of racism in their lives as an in- fluence and not a determinant of their life choices. Osler’s interest in teachers and racism stems from her own experiences as a black teacher in Britain and subsequent student in multicultural courses. As a teacher in the late 1970s she and other faculty members encoun- tered many racist attitudes and behaviors in their school. In her school and courses many teachers ignored the racism or http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

The Education and Careers of Black Teachers: Changing Identities, Changing Lives (review)

The High School Journal , Volume 84 (4) – May 1, 2001

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Publisher
University of North Carolina Press
Copyright
Copyright © 2001 The University of North Carolina Press.
ISSN
1534-5157

Abstract

The Education and Careers of Black Teachers: Changing Identities, Changing Lives Audrey Osler (Buckingham: Open University Press, 1997). Sheryl Conrad Cozart University of Maryland at College Park The stated purpose of The Education and Ca- reers of Black Teachers is to “make visible the experiences of black and minority teachers in Britain” (p. 1). In so doing, Osler acknowledges the risk of representing the teachers as ‘other’ Book Review and attempts to avoid this predicament by us- ing a life history approach. Osler understands the empowerment life histories can provide the researcher as she undertakes the multidimen- sional lives of the teachers. Rather than mak- ing the case for race as a separate issue, Osler draws from the lives of the teachers and explores the operation of racism in their lives as an in- fluence and not a determinant of their life choices. Osler’s interest in teachers and racism stems from her own experiences as a black teacher in Britain and subsequent student in multicultural courses. As a teacher in the late 1970s she and other faculty members encoun- tered many racist attitudes and behaviors in their school. In her school and courses many teachers ignored the racism or

Journal

The High School JournalUniversity of North Carolina Press

Published: May 1, 2001

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