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Understanding curriculum in context: using currere to explore the perceptions, attitudes and practices of white teachers in classrooms with african american studentsMilam, Jennifer Louise 15 May 2009 (has links)
As a careful look into the daily lived experiences of teachers in today’s schools,
the overarching purpose of this study was to seek a clearer understanding of how race
may be reflected in the construction of teachers’ perceptions and practices. More
specifically, the intent was to understand the relationship between the selected White
teachers’ perceptions of themselves as White educators, their perceptions of the African
American students they teach, and their teaching practices. Further, this research also
sought to explore the potential and possibilities for engaging currere, as defined in
Pinar’s 1976 work, as a method of study in educational research. With this in mind, this
study was not only a journey to explore the complexities in classrooms of selected White
teachers and their African American students; it also became a complicated process of self-excavation and deconstruction of myself, a former White teacher of African
American students.
A qualitative methodology, guided by critical epistemologies was used. The
researcher, acted as participant observer. The research included four components:
teacher interviews, classroom observations, informal dialogue, and teacher reflection.
Four significant instructional practices and interactions emerged from classroom
observations that seemed to reflect the relationship between selected White teachers’
perceptions of themselves and the African American students they teach. These were: (1)
overcorrection and inconsistent (re)direction, (2) failure to engage, (3) isolation and
dismissal, and (4) lowered expectations and lesser curriculum.
While the research in education has identified similar themes and practices, when
viewed in and through the context of currere, a greater complexity in classrooms with
White teachers and African American students is exposed. Currere holds that each of us
is a manifestation of our past and that in order to realize any semblance of meaningful,
authentic progress in the future, each of us must first examine our past, our perceptions
and our ways of knowing and being in the world. Currere offers us a method by which
to begin this journey – as individuals, as a collective society, and certainly as teachers.
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White teachers, critical race theory and aboriginal educationVanhouwe, Michelle Irene 28 June 2007
This project examines the popular belief that integration of Aboriginal content will ensure Aboriginal student success in schools in Saskatchewan. Given that a high percentage of the teaching population is white identified, it is important that the author, along with these teachers, understand the continuing significance of race and how it continues to matter in education despite the notion that Canada, as well as schools, are race neutral. The primary goal of this project is to provide a race analysis of education using Critical Race theory as a theoretical framework, problematizing the emphasis on Aboriginal culture in dominant educational discourse. Secondly, this project examines the potential of anti racist pedagogy (accompanied by a knowledge base in CRT) to provide professional development for white teachers to assist us in meeting the needs of not only Aboriginal students but non-Aboriginal students as well.
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White teachers, critical race theory and aboriginal educationVanhouwe, Michelle Irene 28 June 2007 (has links)
This project examines the popular belief that integration of Aboriginal content will ensure Aboriginal student success in schools in Saskatchewan. Given that a high percentage of the teaching population is white identified, it is important that the author, along with these teachers, understand the continuing significance of race and how it continues to matter in education despite the notion that Canada, as well as schools, are race neutral. The primary goal of this project is to provide a race analysis of education using Critical Race theory as a theoretical framework, problematizing the emphasis on Aboriginal culture in dominant educational discourse. Secondly, this project examines the potential of anti racist pedagogy (accompanied by a knowledge base in CRT) to provide professional development for white teachers to assist us in meeting the needs of not only Aboriginal students but non-Aboriginal students as well.
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The perceptions and experiences of white special education teachers certified through an ACP program at a HBCUBudd, Eric Eugene 30 September 2010 (has links)
This research study explored and analyzed the perception and attitudes of first year
White special education teachers’ experiences as they successfully matriculated through
an alternative teacher certification program with a concentration in Special Education.
The certifying entity for this teacher preparation program was a historically Black
university (HBCU). It was the intent of this study to gather data on how White first year
special education teachers view multiculturalism and diversity. This studied explored the
rationale for why White pre-service teachers would select a HBCU to prepare them to
enter the teaching field.
This was a qualitative study using a naturalistic inquiry approach to learn about the
perception of the participants. There were five participants selected to participant in this
study. A set of guiding questions were used in order to maintain a focus, provide
structure and give consistency to the interview process. The participants all were teaching
in special education classrooms in large urban school districts. The classrooms they
taught in were culturally and linguistically diverse. The data collection methods used
included interviews, small group discussions and surveys. These interactions were audio
taped then transcribed. The transcriptions were then reviewed by the participants to
incorporate a member checking mechanism for the study.
All five of the participants believed they benefitted from receiving their teaching
certification from the HBCU. Their goal was to work in an urban setting and they agreed
the certification program they attended helped them to become aware of the importance
of celebrating diversity in their classes. All of the participants described an awakening to
the challenges faced by students from low socio-economic, culturally and linguistically
diverse students. Along with this epiphany the participants discussed the need to close the
cultural gap between themselves and the students they teach. They all realized the
importance of closing the gap in order to build mutual trust in their classrooms. The
implications for future research include a broader study of the strategies used by White
teachers to connect with culturally and linguistically diverse students in their classrooms. / text
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The Impact of Black Teacher Mentors on White Beginning TeachersMoss, Wendi 18 April 2013 (has links)
This qualitative study used a phenomenological approach to determine the mentoring process Black mentors used when mentoring White beginning teachers. Five mentors and their six mentees were surveyed and interviewed to find how cross-race mentoring processes in an urban school district in the Commonwealth of Virginia work. Seven themes emerged from the study: (a) perceptions of the mentoring process; (b) perceptions of classroom management; (c) perceptions of school quality; (d) perceptions of urban teaching; (e) perceptions of White advantage; and (f) presence of White privilege.
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The Racial Geography of Teaching: Two White Teachers' Construction of RaceDemers, Kelly Elaine January 2009 (has links)
Thesis advisor: Marilyn Cochran-Smith / In this study I asked two questions: "How does the ideological stance of two White elementary school teachers inform their construction of race?" and, "How do teachers' ideological stances and constructions of race influence teaching practice?" The purpose of this study was to understand the ways that White teachers negotiated the meaning of race and racism within their personal lives and professional practice. Using a critical ethnographic approach, I examined the experience of two White teachers from a variety of perspectives. Data included semi-structured interviews, participant observations and selected classroom artifacts. In order to look at the data, I developed a conceptual framework referred to as the "racial geography of teaching." This framework emerged from Frankenberg's (1993) conception of the sociology of race, Rousmaniere's (2001) interpretation of racial biography, theoretical and empirical work about White teachers, and repeated readings of the collected data. Findings suggested that White teachers are worried about race and this worry is negotiated through discursive repertoires such as color-blindness and race cognizance. For the color-blind White teacher, practice is shaped by avoidance and silence about race, which prevents him or her from fully knowing his or her students. For the race cognizant teacher, practice is shaped by the idea that practice is far more expansive than what goes on in the classroom or the school community at-large. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.
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White, Female Teachers in a Predominantly Hispanic High School: The Journey to Bridge the Cultural DivideSoltero, Crystal Marie January 2007 (has links)
This qualitative study focused on the stories told by five, White, female teachers with a long-term commitment to teach at a predominantly Hispanic high school. The stories of these teachers' life experiences were part of a teaching journey that began long before their formal teacher preparation. Understanding the personal, practical knowledge embedded in the events and experiences of these teachers' journeys was important to study, as these teachers possessed an extremely positive personal and academic reputation with their mostly Hispanic students. This study shed light on possible reasons for these teachers' longetivity in the profession of teaching as well as their ability to bridge cultural differences potentially dividing them from their students.Data collection came from classroom observations, a questionnaire, and a series of three, semi-structured interviews. In a cross-case analysis of the narratives compiled from the data, three main types of stories were told: stories of cross-cultural experiences, difficult challenges, and conversations with students. The highs and lows of these unusual women's experiences provide cases for preservice teachers to consider as they prepare to teach an increasingly diverse student population. These cases also reinforce the importance of cross-cultural experiences and intimate knowledge of challenging issues facing Hispanic communities as a prerequisite both before and throughout teacher preparation programs. These cases also emphasize the importance of conversation as a cultural strategy in bridging the cultural divide with Hispanic students.
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A qualitative study designed to explore some factors that white educators need to teach black students effectivelyHenry, Calvin Oscar Leon 16 April 1997 (has links)
The purpose of this study was to explore some of the factors White
educators need to teach Black students effectively. It examined what role the
race of the teachers may play in Black students' academic success and whether
White teachers are able and willing to meet the educational needs of Black
students. Eight White teachers were interviewed. In this study, race is defined
as a grouping of individuals who display the same phenotypic skin color by
which people in the United States identify themselves and are identified by
others.
Today's reality is that more and more Black students are being taught by
White teachers in public schools even where Black students are a majority.
There are still marked disparities in the academic achievement between Black
and White students. The gap between the academic achievement of White and
Black students in public secondary schools is increasing. White teachers have
not been properly prepared by their pre-service education programs and in-service
training to teach Black students effectively. White teachers recognized
that their preparation and training for teaching came out of their own cultural
background for the traditional students, either White students or students who
conform to mainstream Eurocentric standards, and that they are not being held
responsible and accountable for the productive academic achievement of the
Black students they teach. White teachers did not identify with their Black
students, and they dealt with Black students from their "White privilege"
perspective.
This study revealed the presence of racism in the public school and that
the race of the teacher did affect the achievement of Black students. It pointed
out that White teachers fear the Black students they teach. White teachers need
to be antiracist educators. They must understand racism and how different
forms of racism affect their belief systems and their philosophies of teaching.
Also they should know and understand how these forms of racism affect the
academic achievement of the Black students they teach. The concept of
"customer" being applied to teaching Black students might encourage White
teachers to be more responsive, accountable and productive in teaching Black
students. / Graduation date: 1997
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Successful White Mathematics Teachers of African American StudentsBidwell, Carla R 12 December 2010 (has links)
In the United States, a growing disparity exists between the racial composition of teachers and the students they teach. In 2006, 43.1% of K–12 public school students were reported as non-White—in 1990, 32.4% (U.S. Department of Education, 2008). Teachers, however, are predominantly White, 83.3% (U.S. Department of Education, 2007a). Exacerbating this disparity, it has been noted that fewer African Americans are choosing education as a profession (see, e.g., Irvine, 1989; Ladson-Billings, 1994). This growing disparity motivates a crucial question: Can White teachers be successful with “other people’s children” (Delpit, 1995)? This study explores this question by examining the life histories of four White mathematics teachers who have experienced success with other people’s children, specifically, with African American children. The purpose of the study was to better understand what led each of the participants to teach African American children, and what factors may have led to her or his success as a White teacher of African American students.
A qualitative, collective case study methodology (Stake, 1995) was employed. Data were collected through semi-structured interviews and analyzed using an eclectic theoretical framework (Stinson, 2009) which included critical theory, critical race theory, and Whiteness studies. Analysis of the data revealed the participants incorporated into their own teaching many of the same characteristics of culturally relevant pedagogy identified by Ladson-Billings (1994). Nevertheless, three strategies were identified as being essential to the teachers’ success with African American students: (a) forming meaningful relationships with students, (b) engaging students in racial conversations, and (c) reflecting both individually and with colleagues. The findings suggest a need for “spaces” in which pre-service teachers, in-service teachers, and teacher educators can discuss and openly debate issues of race, and challenge racial hierarchies found in schools and society at large. The findings also suggest developing a sharp focus on multicultural anti-racist education in teacher preparation programs as well as incorporating it into professional development plans for in-service teachers. Moreover, the findings highlight a need for school districts to provide teachers with professional development in three “How to” areas: (a) build teacher–student relationships, (b) connect to the local community, and (c) develop as reflective practitioners.
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Investigating novice White Teachers in African American Classrooms: A Phenomenological Investigation of Cultural ResponsivenessBarrineau, Debra J. 20 December 2012 (has links)
ABSTRACT
INVESTIGATING NOVICE WHITE TEACHERS IN AFRICAN AMERICAN CLASSROOMS: A PHENOMENOLOGICAL INVESTIGATION OF
CULTURAL RESPONSIVENESS
by
Debra J. Barrineau
This study deconstructed the degree to which novice White teachers in an elementary school in a rural middleGeorgiadistrict were aware of and prepared for the challenges inherent in teaching in a predominantly African American classroom. Four novice, White teachers participated in the study. The student population of the school was 72% African American, nearly 10% White, and more than 17% Hispanic. Using a phenomenological approach, data were collected using an open-ended questionnaire in order to determine the teachers’ perceived academic and non-academic needs of their students and to explore how their awareness of the needs of their students influenced the educational experiences the teachers provided in their classrooms. Classroom observations were utilized in order to determine how the teachers related to their students and the manner in which they demonstrated responsiveness to the students’ academic needs, through the activities they provided.
The teachers demonstrated only a limited ability to understand the academic and non-academic needs of their students, due mainly to a lack of understanding of the cultural dynamics of the African American students residing in this rural community. Through a lack of ability to build necessary bridges within the school community, the teachers failed to establish a trusting relationship with parents, which would have helped mitigate the disconnect between the environment of the school and the environment of the students’ homes. In addition, the teachers’ efforts to support their students through multicultural activities were merely superficial. Some of the teachers were more focused on the perceived needs of the students than on using the rich heritage of students in order to build a community of learners that would foster greater levels of academic success. The findings of this study will benefit those interested in cultural responsiveness by suggesting the need for teacher preparation programs to increase the academic and experiential focus on cross-cultural teaching. It will also benefit school districts by suggesting the need for ongoing professional development and focused induction programs for teachers who are teaching cross-culturally.
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