Blurring the Borders: Voices of African Liberatory Pedagogy in the United States and Canada

Ladson‐Billings, Gloria; Henry, Annette

doi:10.1177/002205749017200207

Cited by 71 publications

(26 citation statements)

References 9 publications

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“…For example, the teachers who participated in a study conducted by Ladson-Billings and Henry (1990) openly discussed with their students issues related to drug use and teenage sex. As these researchers reported, instead of offering moral pronouncements, the teachers helped the students to examine why such conditions existed in their communities.…”

Section: Strand 6: Culturally Responsive Teaching Practicesmentioning

confidence: 99%

Preparing Culturally Responsive Teachers

Villegas

Lucas

2002

Journal of Teacher Education

1,277

916

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To successfully move the field of teacher education beyond the fragmented and superficial treatment of diversity that currently prevails, teacher educators must articulate a vision of teaching and learning in a diverse society and use that vision to systematically guide the infusion of multicultural issues throughout the preservice curriculum. A vision is offered of culturally responsive teachers that can serve as the starting point for conversations among teacher educators in this process. In this vision, culturally responsive teachers (a) are socioculturally conscious, (b) have affirming views of students from diverse backgrounds, (c) see themselves as responsible for and capable of bringing about change to make schools more equitable, (d) understand how learners construct knowledge and are capable of promoting knowledge construction, (e) know about the lives of their students, and (f) design instruction that builds on what their students already know while stretching them beyond the familiar.

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Section: Strand 6: Culturally Responsive Teaching Practicesmentioning

confidence: 99%

Preparing Culturally Responsive Teachers

Villegas

Lucas

2002

Journal of Teacher Education

1,277

916

View full text Add to dashboard Cite

show abstract

“…Black police officers, for example, were found to express greater empathy for Black citizens than did their White counterparts (Weitzer 2005). Racially symmetrical situations in school logically should confer on Black teachers an advantage in establishing positive relationships with their pupils and some writers do claim such is the case (Foster 1993(Foster , 1997Ladson-Billings 1994;Ladson-Billings and Henry 1990;Delpit 1988). Many of these descriptions, however, are anecdotal accounts of particularly successful Black teachers or schools, which make generalizations about the typical Black teacher and his or her relationship to pupils somewhat tenuous.…”

Section: Review Of Previous Researchmentioning

confidence: 99%

Ratings in Black and White: does racial symmetry or asymmetry influence teacher assessment of a pupil’s work habits?

Takei¹,

Shouse

2008

Soc Psychol Educ

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Racial asymmetry, the circumstance of having a teacher's race differ from that of his or her student's race, is often considered important because most Black students are taught by White teachers. This paper analyzes data from a nationally representative sample of students and teachers to ascertain the extent to which Black and White teachers differ in their evaluations of the work habits of their Black pupils. Unlike most other investigations on this topic, we explored the likelihood that subject matter and school demographics influence teacher-student relationships beyond the more visible factors of racial symmetry or asymmetry. Our analyses of NELS: 88 data using this framework reveal an inconsistent racial effect on teachers' evaluations of Black students. The ratings of African American pupils by both Black and White teachers seem to be influenced by both the academic subject they teach and the demographic characteristic of the school. We discuss these findings and suggest avenues for further study.Keywords School effects · Student race · Teacher race · Teacher perceptions of student behavior · NELS: 88

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“…On the basis of an analysis of the knowledge and practice of successful teachers of African American students, Ladson-Billings advances a theory of culturally relevant teaching (1995). According to Ladson-Billings and Henry (1990), culturally relevant teaching uses the students' culture to empower students to be able to critically examine educational content and process and ask what role they have in creating a truly democratic and multicultural society. It uses students' culture to help students create meaning and understand the world.…”

Section: And the Professional Standards For Teachingmentioning

confidence: 99%

Culturally Relevant Mathematics Teaching in a Mexican American Context

Gutstein¹,

Lipman²,

Hernández³

et al. 1997

Journal for Research in Mathematics Education

105

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This article examines mathematics instruction and its intersection with culturally relevant teaching in an elementary/middle school in a Mexican American community. The findings are based on a collaborative-research and school-change project involving university researchers, teachers, and the school's principal. On the basis of ethnographic data and an interdisciplinary theoretical framework, we propose a three-part model of culturally relevant mathematics instruction. The 3 components are (a) building on students' informal mathematical knowledge and building on students' cultural and experiential knowledge, (b) developing tools of critical mathematical thinking and critical thinking about knowledge in general, and (c) orientations to students' culture and experience.I was 15 [when I came to the U.S.] The first thing I learned was that I was different. Even with my Latino peers. There are levels of being Mexican. I didn't know how bad it was to be who I was. There were so many pressures from name calling, insults in the street, said aloud because I was so Mexican … I had a lot of anger. It was this anger, and anger at the experiences of my brother in school. We all did not do as well because of the school experiences. That made me want to be a teacher.-Ms. Salinas, a sixth-grade teacher in the school In this article, we hope to contribute to a theory of culturally relevant teaching (Ladson-Billings, 1995) of mathematics in a Mexican immigrant community. Our analysis is based on the ideas and practices of five teachers. The teachers are participating in a school-change project in a public school located in a low-income Mexican American community in a large midwestern U.S. city. The purpose of the project is to help teachers use what they know about their students' culture to improve students' learning of mathematics, and of other subjects as well, and to help students develop critical approaches to knowledge and the tools they will need to be agents

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Blurring the Borders: Voices of African Liberatory Pedagogy in the United States and Canada

Cited by 71 publications

References 9 publications

Preparing Culturally Responsive Teachers

Preparing Culturally Responsive Teachers

Ratings in Black and White: does racial symmetry or asymmetry influence teacher assessment of a pupil’s work habits?

Culturally Relevant Mathematics Teaching in a Mexican American Context

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