(Re)framing “getting it right”: Whiteness, ethnic studies and the wobble of urban teaching

King, Elena Tosky; Barnes, Meghan E.; Salas, Spencer

doi:10.1353/hsj.2020.0003

Cited by 4 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These bracketed segments or "quotations" were the prompts for initial and integrative memo-writing about Fitzgerald's decision to become a TESOL educator, the critical incidents that shaped his choices, and the meanings he assigned to his professional becoming (for methodological precedents, cf. Benson et al, 2020;King, Barnes, & Salas, 2020;Salas, 2008Salas, , 2013aSalas, , 2013b.…”

Section: Data Generation and Analytic Proceduresmentioning

confidence: 99%

“You Teach What?” Black Males, New Latino South Classrooms, and Wanderlust

2021

Self Cite

View full text Add to dashboard Cite

An abundant and longstanding body of scholarship has underscored the White femininity of the U.S. K-12 teaching workforce and the need to diversify its ranks. Black males, in particular, potentially struggle with the notion of becoming teachers given their often highly negative lived experiences with schools and schooling including low expectations, racial stereotypes, microagressions, and disproportionate discipline and punishment. For those Black males who do enter teaching, they are often recruited as role models or "Otherfathers" to Black boys -expected to police first and teach second. However, relatively little has been said about Black males' choices to work with transnational children of immigration -especially in the context of the New Latino South. Theorizing an in-depth qualitative interview series through a Vygotskian framework of lived experiences/vivencias, in this article we narrate how Roman Fitzgerald (a pseudonym) came to be an ESOL Department Chair in the same mega-urban school district he had attended. Our findings point to socially constructed limitations that Black males face as they navigate graduate level teacher licensure programs and the profession -and their consequences for Black male teacher recruitment and retention in urban school contexts."You teach what? Okay, you're sure?" -it was my principal. He did not want me to be a TESOL teacher. He was trying to get me to teach Algebra 1; he was trying to get me to teach Calculus; he was trying to do something Math. He was like-"TESOL? Okay, do you want to teach math?" I was like, "No. You want me to teach all African American kids?" -That's how they want to frame you.In fall 2016, Roman Fitzgerald (a pseudonym), the protagonist of this analytic narrative and a Black, male, Teaching English to Speakers of Other Languages (TESOL) educator, described his principal's initial reaction to his professional identity. With his Graduate Certificate in TESOL in hand and a year of substitute teaching in various schools across his childhood K-12 district, Fitzgerald was tapped for an interview with the system's largest K-8 STEM magnet. The principal, also a Black male and native to the city, questioned, with palpable incredulity if Fitzgerald really wanted to teach what his license CONTACT Spencer Salas

show abstract

Section: Data Generation and Analytic Proceduresmentioning

confidence: 99%

“You Teach What?” Black Males, New Latino South Classrooms, and Wanderlust

2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…Genao (2016) wrote of reflection leading to an understanding of just how little white folx understand about people and cultures different from them. King et al (2020) demonstrated how self-reflection helps teachers consider their truths and lived experiences so as to not believe them to be "generalizable truths" (p. 59). Because whiteness is equated to normativity, it is not uncommon for white teachers to consider their students from a deficit perspective (Ladson-Billings, 2014;Paris & Alim, 2014).…”

Section: Why Critical Self-reflection?mentioning

confidence: 99%

For Classrooms Rooted in Love, Liberation, and Justice: An Examination of White Teachers Walking the Winding Path Toward Transformative Practices

Bauer¹

View full text Add to dashboard Cite

Education in this country has long been based on normative whiteness and deficit-based pedagogies. This research has attempted to reimagine classrooms to be spaces where everyone in the room is considered an expert and has valuable contributions to offer. Coconstructed classrooms, where the teacher brings the content knowledge and the students bring the expertise of how they best learn, can be our collective future. For white teachers working with Black and Brown students specifically, these teachers' positionality, identity, and training have historically been a barrier to reimagined spaces. This study concludes for these teachers to engage authentic, meaningful culturally sustaining pedagogy, they must practice critical self-reflection as a bridge.This study offers a practical way for all teachers, and white teachers specifically, to ground themselves in four elements: participation, pedagogy, power, and passion. These four elements help white teachers ask themselves essential questions about the happenings of the classroom in which they work. The 4Ps grounding offers both critical questions and sustaining activities to help facilitate classroom coconstruction. Finally, this study offers a 2-year professional development plan to help make the 4Ps grounding a reality for all teachers. v Dedication This dissertation is dedicated to every student who has been silenced directly and indirectly in their classroom and every teacher who wants to disrupt this silencing and replace it with love, liberation, and justice. vi AcknowledgementsThere is no shortage of people who need to be acknowledged for their love, guidance, and assistance in the completion of this dissertation. The people I have mentioned are in no particular order and by no means comprise the exhaustive list.I am eternally thankful to the scholars who agreed to guide me through the dissertation process. Even though they were assuredly unaware as to what they were agreeing to by being on my committee, they were exactly the people I needed. Dr. Dawn-Elissa Fischer, you were a dope thought partner and tremendous mentor. This dissertation has your fingerprints all over it, and it is better for it. I hope this is just the first of many collaborations. Dr. Robert Bonner, thank you for every piece of thoughtful feedback you contributed to this work. The expertise and perspectives you brought made it more complete and thoughtful. I look forward to growing our friendship. Dr. Don Frazier, your presence from the very start cannot be overstated. Your patience with me and my writing has meant everything. Your feedback has meant even more.Our friendship is an added benefit to the completion of this work.Dr. Larissa Hsia-Wong, your thoughtfulness and brilliance are so appreciated. The willingness you displayed to be an impromptu thought partner and editor allowed me to get out of my own way numerous times. I cannot thank you enough for your help.To my friends and family who asked about this project, supported me from both near and far, and demonstrated true love and fr...

show abstract

Envisioning Spaces of Anti-racist Pedagogy in Teacher Education Programs

King

2022

Reconceptualizing Social Justice in Teacher Education

View full text Add to dashboard Cite

(Re)framing “getting it right”: Whiteness, ethnic studies and the wobble of urban teaching

Cited by 4 publications

References 0 publications

“You Teach What?” Black Males, New Latino South Classrooms, and Wanderlust

“You Teach What?” Black Males, New Latino South Classrooms, and Wanderlust

For Classrooms Rooted in Love, Liberation, and Justice: An Examination of White Teachers Walking the Winding Path Toward Transformative Practices

Envisioning Spaces of Anti-racist Pedagogy in Teacher Education Programs

Contact Info

Product

Resources

About