Cycles of Fugitivity: How Black Teacher Fugitive Space Shapes Black Teacher Pedagogies

Stovall, Jessica Lee

doi:10.1080/10665684.2023.2280728

Equity & Excellence in Education

2023

DOI: 10.1080/10665684.2023.2280728

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Cycles of Fugitivity: How Black Teacher Fugitive Space Shapes Black Teacher Pedagogies

Jessica Lee Stovall

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2024

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Cited by 4 publications

References 26 publications

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Critically Conscious Family Engagement: Positioning Families as Co-Teachers Amidst the COVID-19 Pandemic

Kaveh,

Buckband

2024

Equity & Excellence in Education

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Critically Conscious Family Engagement: Positioning Families as Co-Teachers Amidst the COVID-19 Pandemic

Kaveh,

Buckband

2024

Equity & Excellence in Education

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Fugitive Care: The Politics of Care Enacted by Afro-Caribbean Women Teachers

Williams Brown,

Northern,

Kallman

2024

Journal of Teacher Education

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The future of teaching will increasingly rely on overseas-trained teachers (OTTs) to address teacher shortages. While research on OTTs in the United States is expanding, studies focusing on Afro-Caribbean teachers are emerging. Despite the growing call for more teachers of color, Afro-Caribbean OTTs’ contributions are often overlooked due to their immigrant status. We propose the concepts of “radical transparency” and “fugitive care” to articulate how these teachers’ classroom practices offer alternative possibilities for schooling, making the learning process both explicit and equitable for all students. Drawing on a Transnational Black Feminist Framework (TBF), we highlight the unique politics of care practiced by these teachers, revealing gaps in our cultural understanding and underscoring their vital, yet understudied, contributions to education.

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Ignite the Night to Keep Talk Story: Hānai Pedagogy as an Act of Liberation

Brandehoff

2024

J Ethn Cult Stud

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Acting as a roadmap for doctoral students, scholars, and pedagogues, this narrative explores my journey through education and how I have used the confines of the academy to pursue research back home in Hawai’i using Kanaka ‘Ōiwi methodologies (Oliveira & Wright, 2016) to interview 10 Kanaka community members who entered into teaching as part of a homegrown teacher program called Ka Lama in the most densely Hawaiian populated area of Hawai’i to better serve their community and as an act of social justice. Additional data includes 12 semi-structured interviews with school administrators and Ka Lama-associated personnel and over 150 hours of classroom and community observations. As a result of this research, the Hānai Pedagogy framework (Brandehoff, 2023a) emerged, which is grounded in Indigenous ways of knowing and encompasses the values of Hands-on activities, Aloha, Navigation, Authenticity, and Interrelations, which are discussed at length in the findings. This study is limited to the specific area and participants of the setting; however, Hānai Pedagogy is now deeply woven throughout the curricula and doctoral programs designed and taught by the researcher to move toward action and liberation.

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Cycles of Fugitivity: How Black Teacher Fugitive Space Shapes Black Teacher Pedagogies

Cited by 4 publications

References 26 publications

Critically Conscious Family Engagement: Positioning Families as Co-Teachers Amidst the COVID-19 Pandemic

Critically Conscious Family Engagement: Positioning Families as Co-Teachers Amidst the COVID-19 Pandemic

Fugitive Care: The Politics of Care Enacted by Afro-Caribbean Women Teachers

Ignite the Night to Keep Talk Story: Hānai Pedagogy as an Act of Liberation

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