“Why Seek the Living Among the Dead?” African American Pedagogical Excellence: Exemplar Practice for Teacher Education

Abstract

Although teacher diversity, teacher preparation, and student achievement are contemporary and overlapping issues, they have suffered from the absence of African American educational principles and traditions. African Americans cultivated a sophisticated system of developing and supporting numbers of African American teachers; however, U.S. sociopolitical tactics have suppressed this method, which presently, has obscured the potential of this approach to effectively respond to contemporary issues in teacher education. The authors of this article seek to address current dilemmas in recruiting and preparing a diverse teaching force by reorienting teacher education toward an underutilized resource—African American pedagogical excellence. This article outlines the core attributes of African American pedagogical excellence, including its historical genesis, and reveals ways public school desegregation has jeopardized the transcendence of African American pedagogical excellence within teacher education. The article concludes with possibilities and recommendations for moving African American pedagogical excellence from margin to center in teacher education.

Strengthening Islamic Behavior and Islamic Psychosocial in Developing Professional Madrasah Teachers

“…Pedagogical excellence is needed in building professional teacher resources. The attributes contained in pedagogical excellence must be formed in the teacher so that they are able to educate students with high quality, able to form an environment that has high academic enthusiasm for students, and become part of improving the quality of overall educational institutions (Acosta, Foster, & Houchen, 2018;Richmond, Floden, & Drake, 2018). Pedagogical skills, especially in multicultural awareness are very much needed in developing professional madrasah teachers.…”

The Paradox of Pedagogical Excellence Among Exemplary Black Women Educators

“…Historically, these indicators were institutionally inculcated into the fabric of teaching in segregated, Black schools where many BWEs taught and led in efforts to groom future teachers. The impact on student educational outcomes was positive, and growth in teacher diversity was significant (Acosta, Foster, & Houchen, 2018; Houchen, 2015; Siddle-Walker, 2000). Therefore, it is quite possible that a return to BWEs’ pedagogical excellence at the federal and local levels can positively affect student learning and teacher diversity efforts in addition to reducing BWE alienation and attrition.…”

Education Policy and Black Teachers: Perspectives on Race, Policy, and Teacher Diversity

“…Black teachers are particularly beneficial for Black children's academic performance, including improved test score performance, college attendance, and referrals to gifted and talented programs, and reduction in discipline and dropout rates (Dee, 2004;Egalite & Kisida, 2015;Gershenson et al, 2017;Grissom & Redding, 2016;Meier, 1984). Black teachers also enact distinct ideologies of teaching that are beneficial for students of color, including ethics of care that embrace kinship-based roles such as other-mothering and other-fathering (Acosta et al, 2018;Dixson & Dingus, 2008), or that encompass principles of warm demanders who have high expectations for students and demonstrate effective teaching strategies consistent with culturally responsive teaching (Irvine, 1989;Ware, 2006). Black educators have also demonstrated the importance of fostering a culture of achievement in schools by leveraging cultural resources in African American communities (Perry, Steele, & Hillard, 2004).…”