Talkin’ in the company of my sistas: The counterlanguages and deliberate silences of Black female students in teacher education

Haddix, Marcelle M.

doi:10.1016/j.linged.2012.01.003

Cited by 61 publications

(51 citation statements)

References 35 publications

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“…T HE OPENING conversation between Natasha and Latoya was documented as part of an earlier study I conducted on the language and literacy practices of Black and Latina preservice teachers (see Haddix, 2010Haddix, , 2012. In this exchange about their experiences with student teaching and education classes, Natasha and Latoya, two young Black women, lamented about the way that their White peers' involvement in urban schools and communities was viewed as a form of community service and, at times, missionary work (see Kinloch, Nemeth, & Patterson, this issue).…”

Section: Natashamentioning

confidence: 99%

Preparing Community-Engaged Teachers

Haddix

2015

Theory Into Practice

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Section: Natashamentioning

confidence: 99%

Preparing Community-Engaged Teachers

Haddix

2015

Theory Into Practice

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“…In this final section we look at what has been learned from the way racially minoritized teachers experience teacher education to consider what may surface in professional development that engages racially diverse teachers in discussions of race, disciplinarity, and teaching. After all, when teachers learn together they do so as a function of who they are and the histories of race, gender, and other social differences they embody (Haddix, 2012;Philip, Rocha, & Olivares-Pasillas, 2017). It is perhaps unsurprising that racially minoritized teachers see themselves as "insiders to the experiences of racism in schools" (Kohli, 2009, p. 235) in ways their white counterparts do not.…”

Section: Race and Teachersmentioning

confidence: 99%

“…So, on one hand the interplay that emerged could mean greater vigilance in facilitation. On the other, Rosa's agentive resistance inverts the trope of racially minoritized women's vulnerability (Haddix, 2012) and shows how "unfacilitated" small groups can become facilitated from within. In that sense, how professional learning might safeguard the personal and professional identities of teachers from undue scrutiny or ridicule remains an open question.…”

Section: The Interplay Of Racial-ideological Micro-contestations and mentioning

confidence: 99%

Stories of Garlic, Butter, and Ceviche: Racial-Ideological Micro-Contestation and Microaggressions in Secondary STEM Professional Development

Sengupta-Irving

Tunney

Macias

2020

Cognition and Instruction

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Heterogeneity is fundamental to learning and when leveraged in instruction, can benefit racially minoritized children. However, finding ways to leverage heterogeneity toward disciplinary teaching is a formidable challenge and teachers can benefit from targeted support to recognize heterogeneity in STEM, and its relationship to race and racism in disciplinary teaching. These data draw from a nine-day professional development seminar for secondary teachers to promote heterogeneity in STEM learning (n ¼ 12). Drawing on analyses of lesson plans developed by teachers during the seminar, and subsequent video analyses of small group discussions, we present a case of four teachers debating heterogeneity in science. The exchange is significant because it draws into relief the ideological and emotional terrain of disturbing the racial hierarchy in which Western Modern Science (WMS) is steeped, and its implications for the education of racially minoritized youth. In the focus interaction, a dynamic emerged where three teachers exalted WMS, while the fourth grappled with how cultural heterogeneity has or could matter to her science teaching. Drawing on the constructs of racial-ideological micro-contestation and racial microaggressions, this analysis illustrates three important dimensions to the design of professional learning for STEM teachers that center race: (1) how discipline-specific discussions can uniquely surface the latent racial and ideological meanings teachers associate with STEM; (2) the centrality of teachers' storied knowledge in grappling with heterogeneity; and (3) the interplay of micro-contestation and microaggressions in understanding and anticipating the experiences of minoritized teachers when debating issues of race, disciplinarity, and teaching. Mathematics and science are heterogenous cultural practices learned in and out of school (Bricker & Bell, 2014; Nasir & Hand, 2008). In schools, the standards and policies of math/science learning reflect a normative canon of knowledge, values, and practices shaped by colonial and settler colonial histories (Martin, 2013; Medin & Bang, 2014; Mutegi, 2011). From this perspective, learning becomes a process of enculturation where, in Western Modern Science (WMS) for example, empiricism, objectivity, and rationale seem the only legitimate ways of knowing and being (Sorrel, 2013). The harms of this ideological fundamentalism are numerous: it obscures cultural heterogeneity in math and science, degrades learning into a form of racial ideological combat, disavows the epistemic authority of racially minoritized families, and deems strange practices that seem unlike WMS. As Mutegi (2011) explains in the education of African American youth, "to accept [WMS] … as part of their own intellectual culture, is to indoctrinate them with the very ideas that support their colonization" (p. 305). Of significance to this analysis, the

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“…Je to zároveň americký kontext, v němž se zrodily některé specifické teoretické přístupy k diverzitě, jakým je i kritická rasová teorie (critical race theory), s níž pracuje např. Haddix (2012) ve studii, jež je hloubkovou sondou do jazykových praktik dvou studentek učitelství afroamerického původu na vybrané univerzitě. S využitím etnografie, konverzační analýzy a analýzy diskurzu autorka na datech z vysokoškolského prostředí, ze škol, kde studentky praktikovaly, a také z domácího prostředí a volnočasových aktivit popisuje, jak se liší diskurzivní praktiky těchto žen mezi univerzitou, domovem a v kruzích přátel.…”

Section: Zahraniční Výzkumy Etnografie Diverzity V Pregraduální Učiteunclassified

“…Zatímco v některých studiích (např. Mensah, 2009;Metz, 2018) lze prvky vícemístné etnografie nalézt jen stěží, je to například studie autorky Haddix (2012), která se k jejímu pojetí blíží výrazně více, neboť důmyslně konfrontuje etnografická data z několika různých prostředí, a sleduje tak zkoumaný fenomén s důrazem na propojení v různých prostředích. Jiné studie by měly k postižení více míst sice potenciál, zůstávají však na půli cesty, když se zaměřují na zkušenost studentů a studentek z různých programů učitelského vzdělávání (např.…”

Section: Zahraniční Výzkumy Etnografie Diverzity V Pregraduální Učiteunclassified

Přísliby a výzvy vícemístné etnografie ve výzkumu diverzity v pregraduální učitelské přípravě

Obrovská¹,

Tůma²

2020

Studia paedagogica

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Cílem předkládané teoreticko-metodologické studie je 1) představit základní charakteristiky školní etnografie a její aplikace v českém pedagogickém výzkumu; 2) shrnout teoretická východiska a analyzovat přístupy k výzkumu diverzity v pregraduální učitelské přípravě; 3) diskutovat o potenciálu tzv. vícemístné etnografie. Vyvozujeme, že vícemístná etnografie představuje vhodný výzkumný design pro zkoumání diverzity v pregraduální učitelské přípravě, protože zdůrazňuje potřebu propojení a kontrastování poznatků z různých zkoumaných prostředí. Je tedy možné integrovat poznatky jak z prostředí vysokoškolské výuky, kde jsou studenti a studentky učitelství připravováni, tak z prostředí škol, kam jsou umisťováni na praxe. Studie tak přispívá k teoretické a metodologické diskusi v pedagogice.

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Talkin’ in the company of my sistas: The counterlanguages and deliberate silences of Black female students in teacher education

Cited by 61 publications

References 35 publications

Preparing Community-Engaged Teachers

Preparing Community-Engaged Teachers

Stories of Garlic, Butter, and Ceviche: Racial-Ideological Micro-Contestation and Microaggressions in Secondary STEM Professional Development

Přísliby a výzvy vícemístné etnografie ve výzkumu diverzity v pregraduální učitelské přípravě

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