Starting with the Teacher in the Mirror: Critical Reflections on Whiteness from Past Classroom Experiences

Black, Ashley D.

doi:10.1080/00098655.2021.1907142

Cited by 3 publications

(4 citation statements)

References 19 publications

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“…Johnson's sense making of her teaching experiences often required her to turn inward and make sense of how her racial identity shaped her worldviews as a science/STEM teacher (Black, 2021).…”

Section: Racial Reflexivity As a Vital Component Of Student-focused A...mentioning

confidence: 99%

“…Furthermore, the storied retelling of Mrs. Johnson's experiences with reflexivity specifically focused on her self‐examination of race, power, and science culture. While reflexivity is an approach to turning inward and examines how one's identities shape our worldviews, Mrs. Johnson's sense making of her teaching experiences often required her to turn inward and make sense of how her racial identity shaped her worldviews as a science/STEM teacher (Black, 2021).…”

Section: Research Question Revisitedmentioning

confidence: 99%

“…Through this nuance, we began to work on our own internalization of whiteness, and how we might be perpetuating it through skewed views of science knowing and doing. To support teachers in developing their racial reflexive lens, getting to this place requires on‐going support (Black, 2021; Hawkman, 2020), given that White teachers can struggle to recognize how their values and practices are contradictory since it is often normalized through whiteness (Matias et al, 2014). It is also a call for researchers to turn inwards themselves, and recognize how they have internalized and perpetuated whiteness in their own scholarship, practice, and in spaces they occupy.…”

Section: Research Question Revisitedmentioning

confidence: 99%

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Cultivating culturally sustaining integrated science, technology, engineering, and mathematics classrooms: A narrative inquiry case study of a science teacher

Tran

Guzey

2023

Science Education

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Culturally sustaining pedagogies have encouraged scholars to reimagine and rebuild justice‐oriented classrooms across context and disciplines and provide opportunities for students to reclaim their ways of knowing and doing in schools. In this study, we seek to contextualize culturally sustaining teaching practices in integrated science and engineering middle school classrooms. In collaboration with Mrs. Johnson, a veteran science and science, technology, engineering, and mathematics (STEM) middle school teacher from the Midwest, this study draws on culturally sustaining pedagogy to understand the experiences of Mrs. Johnson in teaching a diverse middle school. This study also brings sociotransformative constructivism into our conversation to situate Mrs. Johnson's positional identities, the ways in which she enacts her reflexivity, and power in considering how culturally sustaining classrooms are cultivated. Using a narrative inquiry and case study approach, we utilized narrative interviewing to generate stories in making meaning of Mrs. Johnson's lived experiences. We applied thematic narrative analysis to develop three narrative threads, highlighting Mrs. Johnson's intentionality nurturing space for students to cultivate multiple epistemologies and disrupting the status quo in science classrooms. Our study illuminates a complex narrative such as the intentionality of making multiple epistemologies explicit in learning science and engineering and the required racial reflexive work for cultivating a culturally sustaining and student‐focused STEM classrooms. We also highlight challenges Mrs. Johnson faces as she integrates students' lived experiences and alternative ways of knowing and doing in science and STEM teaching.

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Section: Racial Reflexivity As a Vital Component Of Student-focused A...mentioning

confidence: 99%

Section: Research Question Revisitedmentioning

confidence: 99%

Section: Research Question Revisitedmentioning

confidence: 99%

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Cultivating culturally sustaining integrated science, technology, engineering, and mathematics classrooms: A narrative inquiry case study of a science teacher

Tran

Guzey

2023

Science Education

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“…Critical reflection enables preservice English teachers to truly understand their ways and styles of teaching to improve their pedagogical competence in the challenge of applying traditional teaching practices [2] [8] [23]. In addition, critical reflection develops preservice teachers' abilities to grow and become more effective teachers in their future careers [5,26,31]. Furthermore, practically, preservice teachers check everything they observe and do it regularly in their classes as a result of their engagement in reflecting on their experience of the teaching practices [7] [10,31,34].…”

Section: Critical Reflection As Potential Strategy To Develop Preserv...mentioning

confidence: 99%

Strategies to Develop Preservice English Teachers’ Pedagogical Competence: A Focus on Critical Reflection as a Potential Strategy

Miftāḥ¹,

Widiati²,

Wulyani³

et al. 2023

Advances in Social Science, Education and Humanities Research

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Preservice teachers' critical reflection on teaching practicum experience is essential to discuss in the field of teacher education programs. To highlight this issue, this paper conceptually discusses the current issue regarding national and international calls for teacher education, mainly critical reflection on teaching practicum in English teacher education programs. It highlights the concept of critical reflection as a potential strategy to develop preservice English teachers' pedagogical competence. The discussion covers the role of critical reflection in English teacher education, critical reflection on English teaching practicum, and critical reflection as a potential strategy to develop preservice English teachers' pedagogical competence. It is argued that critical reflection on English teaching practicum as a potential strategy or tool to develop preservice English teachers' pedagogical competence can transform them into their identity as a teacher for the future teaching profession. As a personal evaluation strategy, critical reflection can be used to explore preservice English teachers' weaknesses and strengths of teaching experiences for effective and efficient learning. To practically implement it, preservice English teachers need more in-depth reflection activities and a higher level of thinking. Moreover, the critical reflection would be as learning support mechanisms in the classroom during professional development, and it would raise teacher candidates' identities as English teachers and transform them into reflective practitioners. Hence, critical reflection in the English teacher education program becomes a key element for preservice teachers' professional development, particularly for pedagogical competence development. Finally, the paper contributes to enlightening readers or researchers in understanding critical reflection as an alternative strategy to develop preservice English teachers' pedagogical competence.

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Diversity in the Classroom

Ası

Joyce

2023

Social Justice and Culturally-Affirming Education in K-12 Settings

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In early years settings and schools, the population of children from diverse ethnic backgrounds has been increasing all over the world. Along with this increase, there is growing interest and concern in meeting the needs of these children and their families throughout their early years and school experience. Within any mainstream culture it is assumed that an ethnically diverse population should be able to be successfully integrated; however, it is not always clear how this could be achieved. Adaptation and integration to a new culture or school environment may be best achieved via effective communication between students, parents, and professionals. In this chapter, teacher beliefs and attitudes and how these affect communication will be discussed. The power of teacher-child relationships will be highlighted and suggestions will be made about effective practices to promote communication and build relationships.

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Starting with the Teacher in the Mirror: Critical Reflections on Whiteness from Past Classroom Experiences

Cited by 3 publications

References 19 publications

Cultivating culturally sustaining integrated science, technology, engineering, and mathematics classrooms: A narrative inquiry case study of a science teacher

Cultivating culturally sustaining integrated science, technology, engineering, and mathematics classrooms: A narrative inquiry case study of a science teacher

Strategies to Develop Preservice English Teachers’ Pedagogical Competence: A Focus on Critical Reflection as a Potential Strategy

Diversity in the Classroom

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