Race, culture and agency: Examining the ideologies and practices of U.S. teachers of Black male students

Allen, Quaylan

doi:10.1016/j.tate.2014.12.010

Cited by 37 publications

(41 citation statements)

References 72 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Such tendencies incompatible with the official ideology can also lead to variations in the way teachers present CIs (Allen, 2015;Brayboy, 2005;Goellnitz, 2016). This problem most likely arises in social studies and history lessons that are characterized by controversial content and issues (Gunduz, 2016;Yilmaz, 2012), events with more than one reason and result (Holliday & Clemente, 2005), and deliberate distortions or mistakes that result from faulty and/or incomplete historiographical writings (Bucur, 2017;Deletant, 2017;Gunduz, 2016).…”

mentioning

confidence: 99%

A Convergent Parallel Mixed-Methods Study of Controversial Issues in Social Studies Classes: A Clash of Ideologies

Demir¹,

Pismek²

2018

EDUC SCI-THEOR PRACT

View full text Add to dashboard Cite

In today' s educational landscape, social studies classes are characterized by controversial issues (CIs) that teachers handle differently using various ideologies. These CIs have become more and more popular, particularly in heterogeneous communities. The actual classroom practices for teaching social studies courses are unclear in the context of Turkey. This study aims to investigate the extent to which social studies teachers' ideologies are influential while teaching CIs and to examine the role of teachers' personal characteristics in determining how their ideologies interfere with the way they present CIs in the classroom. Using a convergent mixed-methods parallel research design, the researchers delve into the way teachers handle CIs by collecting data through a survey, qualitative interviews, and observations. The data analysis indicates CIs to be abundant and teachers' ideologies to highly influence the way they present these issues in social studies classrooms. The results also indicate that psycho-social reasons may be behind the act of bringing ideologies into class without paying attention to well-established scientific norms such as research, questioning, neutrality, and establishing a democratic environment for discussion when teaching social studies.

show abstract

mentioning

confidence: 99%

A Convergent Parallel Mixed-Methods Study of Controversial Issues in Social Studies Classes: A Clash of Ideologies

Demir¹,

Pismek²

2018

EDUC SCI-THEOR PRACT

View full text Add to dashboard Cite

show abstract

“…African American students are underrepresented in AP and gifted programs. They are less likely to be enrolled in rigorous coursework, including the key disciplines of science and math, and are more likely to drop out of high school (Allen, 2015;Davis, Ajzen, Saunders, & Williams, 2002;Ladson-Billings, 2000). They are therefore less likely to attend and graduate from college.…”

Section: Systemic and Structural Inequalitymentioning

confidence: 99%

The Impact of After School Tutoring on Math Achievement: Perceptions of African American Males and Those Who Teach Them

Brown¹

View full text Add to dashboard Cite

Examination conducted through a keyword search of Educational Resources Information Center (ERIC) and the Proquest Dissertation database. Keyword search terms included after school programs, out of school time (OST), extended learning, secondary education, and mathematics and African American males. Also, the research conducted by professional organizations focused on after school, out of school time (OST), and extended school day activities was examined and considered.

show abstract

“…Chisholm et al (2019) noted in their literature review that teachers who exercised agency usually cited engaging students in learning and advocating for students' diverse identities as the primary student-focused reasons for their agentive action. Many of these teachers desired to enhance student voice (Bender-Slack, 2010;Lopez, 2011) and to challenge stereotypes about students (Allen, 2015). Only one study out of the 21 reviewed found that agency was being exercised namely to improve students' outcomes in external measures such as standardized testing (Miller et al, 2017).…”

Section: Students and Goals For Studentsmentioning

confidence: 99%

A case study of teachers in an innovative professional collaborative and the evolution of their curricular conceptions, practices, and agency.

Jacobs¹

View full text Add to dashboard Cite

Approaching the 'contact zone' of the collaborative through the lens of Bakhtin's (1981) theory of dialogic thinking, and with an ecological understanding of agency informed by his concepts of ideological becoming and internally persuasive discourses, I utilized qualitative case study methods, as well as life history interview methods, to answer my research questions, garnering teachers' perspectives by way of surveys, interviews, video diaries, and innovative artifacts. I analyzed the data through processes of open and focused coding, coding using pre-established codes, and cross-case analysis. Results from this study suggest that teachers' exercise of structurally transformative agency is impacted by the ecological influences of their past experiences, present contexts, and future goals, but that it is also-and to an even greater degree-highly influenced by their core perspectives toward these influences, regardless of whether the influences are supportive or constrictive in nature. This research also suggests that teacher preparation programs, schools, and teachers may benefit from cultivating spaces and relationships that encourage vulnerability, the production of new knowledge, trust for teachers, organic teacher leadership opportunities, reflective conversations, and occasions on which teachers can "get outside of the profession," all of which promote teacher innovation and growth in structurally transformative agency. vii TABLE OF CONTENTS

show abstract

Race, culture and agency: Examining the ideologies and practices of U.S. teachers of Black male students

Cited by 37 publications

References 72 publications

A Convergent Parallel Mixed-Methods Study of Controversial Issues in Social Studies Classes: A Clash of Ideologies

A Convergent Parallel Mixed-Methods Study of Controversial Issues in Social Studies Classes: A Clash of Ideologies

The Impact of After School Tutoring on Math Achievement: Perceptions of African American Males and Those Who Teach Them

A case study of teachers in an innovative professional collaborative and the evolution of their curricular conceptions, practices, and agency.

Contact Info

Product

Resources

About