Download or read book We Want to Do More Than Survive written by Bettina L. Love and published by Beacon Press. This book was released on 2019-02-19 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: Winner of the 2020 Society of Professors of Education Outstanding Book Award Drawing on personal stories, research, and historical events, an esteemed educator offers a vision of educational justice inspired by the rebellious spirit and methods of abolitionists. Drawing on her life’s work of teaching and researching in urban schools, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying to repair a flawed system, educational reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education, which Love calls the educational survival complex. To dismantle the educational survival complex and to achieve educational freedom—not merely reform—teachers, parents, and community leaders must approach education with the imagination, determination, boldness, and urgency of an abolitionist. Following in the tradition of activists like Ella Baker, Bayard Rustin, and Fannie Lou Hamer, We Want to Do More Than Survive introduces an alternative to traditional modes of educational reform and expands our ideas of civic engagement and intersectional justice.

Download or read book African American Female Secondary School Educators written by Kathryn Elizabeth Warren and published by . This book was released on 2017 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study described African American female secondary educators’ challenges in their educational working relationships. The purpose was to truly understand the challenges that African American female secondary teachers experienced in the classroom, outside of the classroom, in their dealings with their students’ parents, colleagues, and their relationships with school administrators. This study focused on the challenges 10 African American female secondary teachers encountered in their educational work environment. This study also took into account how those teachers’ relationships with their students’ parents, colleagues, and administrators affected the teacher/student relationship. In an effort to increase student achievement, researchers, educators, students, parents, and administrators must all work closely to improve relationships between teachers and students within their district. Moreover, district policies must continue to encourage the development of school-family-community collaboration as an essential component vital to student academic improvement efforts. Administrators must continue to equip African American female secondary educators with a range of practices for involving students, parents, colleagues, and administrators to improve student outcomes. The best efforts are comprehensive, seeking to involve all teachers, students, parents, their colleagues, and administrators in a variety of roles. African American female secondary teachers can be empowered through training, time, and support. There are long-lasting, long-term investments in cultivating positive relationships between teachers and students that will help students reach their full potential. The cost in terms of student outcomes not achieved is incalculable.

Download or read book Black Students Middle Class Teachers written by Jawanza Kunjufu and published by . This book was released on 2002 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: This compelling look at the relationship between the majority of African American students and their teachers provides answers and solutions to the hard-hitting questions facing education in today's black and mixed-race communities. Are teachers prepared by their college education departments to teach African American children? Are schools designed for middle-class children and, if so, what are the implications for the 50 percent of African Americans who live below the poverty line? Is the major issue between teachers and students class or racial difference? Why do some of the lowest test scores come from classrooms where black educators are teaching black students? How can parents negotiate with schools to prevent having their children placed in special education programs? Also included are teaching techniques and a list of exemplary schools that are successfully educating African Americans.

Download or read book Teacher African American Student Relationships written by Kathleen M. McGonigle and published by . This book was released on 2011 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined suburban middle and high school teachers' perceptions of race as a factor of influence on their relationships with African American students. Data were collected from a survey of 54 Caucasian middle and high school teachers, interviews with 18 Caucasian middle and high school teachers, and two focus group discussions with eight African American high school teacher participants. The results indicated that the majority of Caucasian teachers (a) did not think about their race on a daily basis, (b) used a color-blind approach to interact with students, (c) believed that they enjoyed opportunities of favoritism living as a Caucasian person in the United States, and (d) had positive perceptions of African American students' academic and behavior potential. While limited in number of subjects, the focus group data indicated that race was an important factor in the teacher student relationship.

Download or read book Behaviorally At risk African American Students written by Dawn M. Picklo and published by . This book was released on 2005 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of the Teacher student Relationship on African American Middle School Students in the Context of Classroom Behavior written by Sonya Lavern Willis and published by . This book was released on 2003 with total page 880 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book African American Students Perceptions of Their Student teacher Relationship with White College Instructors and Academic Achievement While Enrolled in Early College High School written by Monica S. Womack and published by . This book was released on 2015 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of this qualitative study was to gain a more in-depth understanding of the student-teacher relationships and academic achievement of seven African American students who are from the millennial generation. This in-depth understanding was based on their perceptions of their student-teacher relationships with White college faculty members while they were enrolled in Early College High School. Early College High School (ECHS) is a specific type of dual enrollment program that provides the opportunity for high school students to enroll in high school and college courses and simultaneously earn their high school diploma and college credits toward an Associate Degree. Students begin their ECHS experience in the ninth grade. The seven participants in this study were all in their senior year of ECHS who had more experiences with White college faculty members at a Predominantly White Institution (PWI) than any other students in the program. Based on the analysis of the transcripts from an interview questionnaire, semi-structured interviews, classroom observations, and a focus group the emergent themes indicated that students perceived their student-teacher relationships as interactive and interpersonal, additionally they defined their personal definition of academic achievement as learning perseverance. The students felt as if their college instructors cared about them authentically which contributed to them working harder; however, caring instructors were less important than the positive self-image they believed academic achievement gave them as African Americans in society and their communities. The concept of care in this study was operationalized through Critical Race Theory, an Ethic of Care, and Womanist Caring.

Download or read book Dispositions and Practices that Promote Teacher student Relationships with African American Male Elementary Students written by Karyn Mitchell Yeldell and published by . This book was released on 2012 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Education and Black Communities written by Chance W. Lewis and published by IAP. This book was released on 2014-05-01 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: The field of education has been and will continue to be essential to the survival and sustainability of the Black community. Unfortunately, over the past five decades, two major trends have become clearly evident in the Black community: (a) the decline of the academic achievement levels of Black students and (b) the disappearance of Black teachers, particularly Black males. Today, of the 3.5 million teachers in America’s classrooms (AACTE, 2010) only 8% are Black teachers, and approximately 2% of these teachers are Black males (NCES, 2010). Over the past few decades, the Black teaching force in the U.S. has dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, & James, 2008; Milner & Howard, 2004), and this educational crisis shows no signs of ending in the near future. As the population of Black students in K-12 schools in the U. S. continue to rise—currently over 16% of students in America’s schools are Black (NCES, 2010)—there is an urgent need to increase the presence of Black educators. The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation’s schools, and to provide evidence-based strategies to expand our nation’s pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

Download or read book Ethnic Matching written by Donald Easton-Brooks and published by Rowman & Littlefield. This book was released on 2019-03-13 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.

Download or read book Teachers Perceptions of Relationship Quality written by Carol LaShawn Lacey and published by . This book was released on 2005 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Guide for White Women Who Teach Black Boys written by Eddie Moore Jr. and published by Corwin Press. This book was released on 2017-09-22 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt: Empower black boys to dream, believe, achieve Schools that routinely fail Black boys are not extraordinary. In fact, they are all-too ordinary. If we are to succeed in positively shifting outcomes for Black boys and young men, we must first change the way school is "done." That’s where the eight in ten teachers who are White women fit in . . . and this urgently needed resource is written specifically for them as a way to help them understand, respect and connect with all of their students. So much more than a call to call to action—but that, too!—The Guide for White Women Who Teach Black Boys brings together research, activities, personal stories, and video interviews to help us all embrace the deep realities and thrilling potential of this crucial American task. With Eddie, Ali, and Marguerite as your mentors, you will learn how to: Develop learning environments that help Black boys feel a sense of belonging, nurturance, challenge, and love at school Change school culture so that Black boys can show up in the wholeness of their selves Overcome your unconscious bias and forge authentic connections with your Black male students If you are a teacher who is afraid to talk about race, that’s okay. Fear is a normal human emotion and racial competence is a skill that can be learned. We promise that reading this extraordinary guide will be a life-changing first step forward . . . for both you and the students you serve. About the Authors Dr. Eddie Moore, Jr., has pursued and achieved success in academia, business, diversity, leadership, and community service. In 1996, he started America & MOORE, LLC to provide comprehensive diversity, privilege, and leadership trainings/workshops. Dr. Moore is recognized as one of the nation’s top motivational speakers and educators, especially for his work with students K–16. Dr. Moore is the Founder/Program Director for the White Privilege Conference, one of the top national and international conferences for participants who want to move beyond dialogue and into action around issues of diversity, power, privilege, and leadership. Ali Michael, Ph.D., is the co-founder and director of the Race Institute for K–12 Educators, and the author of Raising Race Questions: Whiteness, Inquiry, and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is co-editor of the bestselling Everyday White People Confront Racial and Social Injustice and sits on the editorial board of the journal, Whiteness and Education. Dr. Michael teaches in the mid-career doctoral program at the University of Pennsylvania’s Graduate School of Education, as well as the Graduate Counseling Program at Arcadia University. Dr. Marguerite W. Penick-Parks currently serves as Chair of Educational Leadership and Policy at the University of Wisconsin, Oshkosh. Her work centers on issues of power, privilege, and oppression in relationship to issues of curriculum with a special emphasis on the incorporation of quality literature in K–12 classrooms. She appears in the movie, "Mirrors of Privilege: Making Whiteness Visible," by the World Trust Organization. Her most recent work includes a joint article on creating safe spaces for discussing White privilege with preservice teachers.

Download or read book Fugitive Pedagogy written by Jarvis R. Givens and published by Harvard University Press. This book was released on 2021-04-13 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: A fresh portrayal of one of the architects of the African American intellectual tradition, whose faith in the subversive power of education will inspire teachers and learners today. Black education was a subversive act from its inception. African Americans pursued education through clandestine means, often in defiance of law and custom, even under threat of violence. They developed what Jarvis Givens calls a tradition of “fugitive pedagogy”—a theory and practice of Black education in America. The enslaved learned to read in spite of widespread prohibitions; newly emancipated people braved the dangers of integrating all-White schools and the hardships of building Black schools. Teachers developed covert instructional strategies, creative responses to the persistence of White opposition. From slavery through the Jim Crow era, Black people passed down this educational heritage. There is perhaps no better exemplar of this heritage than Carter G. Woodson—groundbreaking historian, founder of Black History Month, and legendary educator under Jim Crow. Givens shows that Woodson succeeded because of the world of Black teachers to which he belonged: Woodson’s first teachers were his formerly enslaved uncles; he himself taught for nearly thirty years; and he spent his life partnering with educators to transform the lives of Black students. Fugitive Pedagogy chronicles Woodson’s efforts to fight against the “mis-education of the Negro” by helping teachers and students to see themselves and their mission as set apart from an anti-Black world. Teachers, students, families, and communities worked together, using Woodson’s materials and methods as they fought for power in schools and continued the work of fugitive pedagogy. Forged in slavery, embodied by Woodson, this tradition of escape remains essential for teachers and students today.

Download or read book Lift Us Up Don t Push Us Out written by Mark R. Warren and published by Beacon Press. This book was released on 2018-08-21 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Parents, young people, community organizers, and educators describe how they are fighting systemic racism in schools by building a new intersectional educational justice movement. Illuminating the struggles and triumphs of the emerging educational justice movement, this anthology tells the stories of how black and brown parents, students, educators, and their allies are fighting back against systemic inequities and the mistreatment of children of color in low-income communities. It offers a social justice alternative to the corporate reform movement that seeks to privatize public education through expanding charter schools and voucher programs. To address the systemic racism in our education system and in the broader society, the contributors argue that what is needed is a movement led by those most affected by injustice--students of color and their parents--that builds alliances across sectors and with other social justice movements addressing immigration, LGBTQ rights, labor rights, and the school-to-prison pipeline. Representing a diverse range of social justice organizations from across the US, including the Chicago Teachers Union and the Genders and Sexualities Alliance Network, the essayists recount their journeys to movement building and offer practical organizing strategies and community-based alternatives to traditional education reform and privatization schemes. Lift Us Up! will outrage, inform, and mobilize parents, educators, and concerned citizens about what is wrong in American schools today and how activists are fighting for and achieving change.

Download or read book The Relationship Between Teacher and Student Interactions and African American Reading Achievement written by Nicole Nash Gales and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationships Between Teacher Attitudes Toward African American Vernacular English and Teacher student Classroom Interaction written by Murphysteen Campbell and published by . This book was released on 1996 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of the Cultural Foundations of Learning written by Na'ilah Suad Nasir and published by Routledge. This book was released on 2020-05-01 with total page 476 pages. Available in PDF, EPUB and Kindle. Book excerpt: Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics.