Becoming Teachers of Inner-city Students: Identifiction Creativity and Curriculum Wisdom of Committed White Male Teachers (original) (raw)
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The demographics of urban schools in the United States with large numbers of poor children of color pose challenges for teacher educators, since the teaching profession is predominantly white and middle class. An analysis of journals and essays from an elementary teacher education course shows white prospective teachers' changing views about inner city schools with children of color. The article argues that fieldwork in these schools, when coupled with appropriate readings and discussions, offers possibilities for intervention in challenging prospective teachers' views of teaching in these contexts.
This series addresses the many different forms of exclusion that occur in schooling across a range of international contexts and considers strategies for increasing the inclusion and success of all students. In many school jurisdictions the most reliable predictors of educational failure include poverty, Aboriginality and disability. Traditionally schools have not been pressed to deal with exclusion and failure. Failing students were blamed for their lack of attainment and were either placed in segregated educational settings or encouraged to leave and enter the unskilled labour market. The crisis in the labor market and the call by parents for the inclusion of their children in their neighborhood school has made visible the failure of schools to include all children.
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Education for the Community: Exploring the Culturally Relevant Practices of Black Male Teachers
Black men have remained largely absent from the educational discourse on teachers and teaching. Even more important, their perspectives have not been fully considered in the debates over what constitutes culturally relevant classroom practice. In this article, portraits of the teaching lives of three Black men who worked as full-time teachers in urban schools in California are drawn. The portraits outline the teachers’ entree into teaching, their views on pedagogy, and their culturally and racially sen- sitive pedagogical practice.
Pathways to teaching: African American male teens explore urban education
2011
The need for African American male teachers is clear ; however their pathway to teaching disrepair. This article shares research findings and a description of a pre-collegiate co designed to encourage high school students of color , including African American male explore teaching. More specifically, drawing from survey and interview data, the researche examine factors that influence 11th and 12th grade African American males' (N consideration of a teaching career and explore the impact of a pre-collegiate pathway to tea program. The results of this mixed methods study expose the complexity of effective recruit while also demonstrating how a successful program has the capacity to encourage young Af American males to reframe their thinking and see themselves as potential future teachers. Keywords: African American male teachers , African American male teacher pipeline , collegiate teacher pipeline The pathway, or pipeline to teaching, metaphorically refers to the stages along the w becoming a teacher (Torres, Santos, Peck, & Cortes, 2004). The pathway starts long bef teacher accepts his or her first teaching assignment; it starts with early school experiences continues throughout completing high school, graduating from college, and passing te licensure examinations. For African American males, the pathway to teaching is replete wit cracks and potholes at every juncture. Others have referred to this as a leaky pipeline (Bro
White Women Preparing to Teach in Urban Schools: Looking for Similarity and Finding Difference
The Urban Review, 2007
Research points to particular problems in the experiences of White teachers teaching students of color (Cochran-Smith et al., 2004). Despite good intentions, teaching students of diverse backgrounds and experiences can be challenging for teachers who are unfamiliar with their students' backgrounds and communities. The purpose of this paper is to describe the development of notions about ''good urban teaching'' for three women in a preservice teacher preparation program. Reporting on two years of data, we show how the three women negotiated their beliefs and identities in light of program demands and classroom realities. The lack of synchronicity within the women's experiences highlights that the traditional (white, female, middle class) students in preservice teacher education programs are not homogeneous. The significance of this difference is highlighted through the concept of heterogeneity. We define heterogeneity as the differences that exist among traditional students in preservice teacher preparation programs. Our research suggests that heterogeneity is complicit in the progress or lack of progress of preservice teachers developing professional identities. Keywords Teacher preparation Á Urban education Á White preservice teachers Current trends in public school enrollment and teacher characteristics (National Center for Educational Statistics, 2001) indicate the overwhelming probability that Black children will experience mostly White teachers in their education. There is little indication that this pattern will be changing soon. Those studying to be
Star Teachers" and "Dreamkeepers": Can Teacher Educators Prepare Successful Urban Educators?
1996
Questions addressed in this paper include: what it means to be a successful teacher in poor, urban, ghetto areas; whether schools of education can prepare white, middle-class young men and women to be successful teachers in such areas; and if it is possible to prepare them, how to do it. Two case examples illustrate some unique challenges found in urban schools, and theory is cited from works by Gloria Ladson-Billings, Martin Haberman, and Beverly Cross. It is concluded that successful teachers on any level and with any group of students help students expand their vision of what is possible in their lives and help them to achieve it; successful teachers teach people, not simply technical proficiency or knowledge about subjects. It is further suggested that Schools of Education rarely place middle class, white preservice teachers in urban settings, thus they are unprepared for teaching in these environments. Even when teacher education programs claim to prepare preservice teachers to work in ethnically, racially, and culturally diverse settings, the programs tend to be descriptive rather than critical, presenting generalizations that reinfcrce rather than challenge existing stereotypes. It is recommended that teacher educators be willing to make a classroom of preservice teachers feel uncomfortable about their beliefs about race, class, and injustice if society is going to make it possible for a few of them to rethink their cultural and ideological heritage, so that they can become successful teachers of African American and other urban students. (Contains 10 references.) (NAV)
Peabody Journal of Education, 2020
Calls for the increased recruitment of Black male teachers continue to abound in both education and popular discourse. An underpin of this call is the potential contributions that Black male teachers can make with Black male students by serving as critical institutional agents or even role models. Less attention, however, has been paid to Black men's orientations toward teaching and how they make sense of their work as teachers. Using a philosophy of Black education approach, the current study examines the teaching experiences of three Black male teachers with particular attention given to their pathways into teaching and their decisions to work at Padmore Academy (pseudonym), an all-Black male academy. My findings suggest that these Black men view teaching through a communal lens and identify teaching Black boys through a holistic and relational approach as a critical need in Black communities. More particularly, they identified entering the teaching profession as a "calling" and, in deciding to work at Padmore Academy with its all-Black male student population, as part of an educational movement that could repair, enhance, and strengthen various aspects of Black communities. Implications are provided for preservice teacher programs in supporting Black boys and men considering teaching.