Pub Date : 2023-12-09DOI: 10.1177/01614681231219317
Seán Henry, Audrey Bryan, Aoife Neary
Pedagogical approaches to learning about LGBTQI+ themes and experiences remain a largely understudied topic in teacher education. This is partly due to anxieties around exploring these themes in nuanced and sensitive ways, with many teacher educators feeling ill-equipped to navigate the complexities of exploring so-called “difficult knowledge.” In response to this, the purpose of this paper is to offer reflections on the pedagogical value of comedy for exploring such themes and experiences in teacher education, focusing especially on the situational comedy (sitcom) Schitt’s Creek. We turn to comedy given our interest in the capacity of comedic modalities to offer “slantwise” pedagogical encounters with LGBTQI+ themes and experiences, that is, nonaffronting encounters that resist damage-centered narratives of LGBTQI+ people and are open to multiple queer futures. In exploring how the sitcom offers teacher educators and student teachers these kinds of encounters, we provide a reading of three episodes of Schitt’s Creek through a “queer utopian” lens. We analyze a purposive sample of episodes from the series that speak directly to LGBTQI+ themes and experiences. We accompany this analysis with prompts for teacher educators to use in discussing these episodes in the teacher education classroom. We suggest that the sitcom offers teacher education an opportunity for student teachers and teacher educators to access a queer utopianism that can be encountered not only in the specifics of Schitt’s Creek’s plotlines, characters, and/or settings, but also, perhaps more primarily, through the affective dimensions of watching the sitcom itself. The piece comes to a close with some thoughts on the significance of comedy for exploring the relationship among affect, education, and social justice more generally.
{"title":"Up Schitt’s Creek? Comedy as a Slantwise Pedagogical Encounter with Queerness","authors":"Seán Henry, Audrey Bryan, Aoife Neary","doi":"10.1177/01614681231219317","DOIUrl":"https://doi.org/10.1177/01614681231219317","url":null,"abstract":"Pedagogical approaches to learning about LGBTQI+ themes and experiences remain a largely understudied topic in teacher education. This is partly due to anxieties around exploring these themes in nuanced and sensitive ways, with many teacher educators feeling ill-equipped to navigate the complexities of exploring so-called “difficult knowledge.” In response to this, the purpose of this paper is to offer reflections on the pedagogical value of comedy for exploring such themes and experiences in teacher education, focusing especially on the situational comedy (sitcom) Schitt’s Creek. We turn to comedy given our interest in the capacity of comedic modalities to offer “slantwise” pedagogical encounters with LGBTQI+ themes and experiences, that is, nonaffronting encounters that resist damage-centered narratives of LGBTQI+ people and are open to multiple queer futures. In exploring how the sitcom offers teacher educators and student teachers these kinds of encounters, we provide a reading of three episodes of Schitt’s Creek through a “queer utopian” lens. We analyze a purposive sample of episodes from the series that speak directly to LGBTQI+ themes and experiences. We accompany this analysis with prompts for teacher educators to use in discussing these episodes in the teacher education classroom. We suggest that the sitcom offers teacher education an opportunity for student teachers and teacher educators to access a queer utopianism that can be encountered not only in the specifics of Schitt’s Creek’s plotlines, characters, and/or settings, but also, perhaps more primarily, through the affective dimensions of watching the sitcom itself. The piece comes to a close with some thoughts on the significance of comedy for exploring the relationship among affect, education, and social justice more generally.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138585853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-03DOI: 10.1177/01614681231216526
Philis M. Barragán Goetz, Rubén Donato, David G. García, Gonzalo Guzmán, Jarrod S. Hanson, Maribel Santiago
Mexican American educational history has become a vibrant field of study since the late 1980s. In the last seven years, however, it is notable that this research has inspired community-based efforts to preserve and publicly commemorate challenges to unequal education. In this commentary, we discuss the archival recovery of the Francisco Maestas et al. v. George Shone et al. case in Alamosa, Colorado; the excavation of El Colegio Altamirano in Hebbronville, Texas; the complexity of memorializing the Mendez v. Westminster case in Orange County, California; and the implications of archival and oral history research connected to the Soria v. Oxnard School Board of Trustees case in Oxnard, California. These examples illuminate the highly contested spaces that public schools held for Mexican Americans and the role scholars and communities can play in acknowledging those moments. We see public schooling as a place where liberation and hope can occur and where scholars and communities can engage together. This is a call to continue to create relationships that lead to the recognition of past struggles and acknowledge the enduring quest for educational equality.
{"title":"Mexican American Educational History: A Moment of Recognition","authors":"Philis M. Barragán Goetz, Rubén Donato, David G. García, Gonzalo Guzmán, Jarrod S. Hanson, Maribel Santiago","doi":"10.1177/01614681231216526","DOIUrl":"https://doi.org/10.1177/01614681231216526","url":null,"abstract":"Mexican American educational history has become a vibrant field of study since the late 1980s. In the last seven years, however, it is notable that this research has inspired community-based efforts to preserve and publicly commemorate challenges to unequal education. In this commentary, we discuss the archival recovery of the Francisco Maestas et al. v. George Shone et al. case in Alamosa, Colorado; the excavation of El Colegio Altamirano in Hebbronville, Texas; the complexity of memorializing the Mendez v. Westminster case in Orange County, California; and the implications of archival and oral history research connected to the Soria v. Oxnard School Board of Trustees case in Oxnard, California. These examples illuminate the highly contested spaces that public schools held for Mexican Americans and the role scholars and communities can play in acknowledging those moments. We see public schooling as a place where liberation and hope can occur and where scholars and communities can engage together. This is a call to continue to create relationships that lead to the recognition of past struggles and acknowledge the enduring quest for educational equality.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-03DOI: 10.1177/01614681231217016
Chantal Francois
The Covid-19 pandemic, the United States’ racial reckoning, and nationwide educational “anti-woke” legislation—along with long-standing accountability policies—acutely constrained teachers’ experiences and have solidified public portrayals of educators as mistrustful and docile. Yet research suggests that, in the face of school and societal constraints, Black women educators develop and enact beliefs about teaching that challenge prevailing opinion to provide equitable and just learning experiences for their students. The 2020–2021 school year, an extraordinary moment in the United States, provided an important context to understand Black women educators’ developing beliefs about teaching secondary literacy, a politicized and contested subject. This study builds off of historical and contemporary research on Black women educators to understand how two teachers developed their beliefs about teaching literacy in a middle school with a diverse student population during the Covid-19 pandemic and in the wake of the Black Lives Matter movement. Drawing on Black feminist theory and asset-based pedagogies, it also sought to understand what individual and collective meaning they made out of their teaching experience. The qualitative study centered on two Black women educators who taught seventh-grade English language arts and history during the 2020–2021 school year. The two teachers worked at a suburban middle school serving a racially diverse student population. The study involved three interviews with each participant and seven group discussions with both participants throughout the year. I employed grounded theory methodology to analyze the data and to develop themes about how the teachers developed their beliefs about teaching literacy. During an extraordinary moment in the United States—characterized by the Covid-19 pandemic, hybrid instruction, and a countrywide racial reckoning—the participants felt empowered to call out the deficit ideologies that their colleagues voiced. Calling out deficit ideologies informed three beliefs about teaching literacy: upholding students’ humanity, elevating classroom discussion, and teaching a complex narrative of people of Color. These findings affirm the mutuality between action and beliefs and emphasize a more socially and politically oriented conceptualization of literacy pedagogy. This study informs how educational leaders can support Black women educators with professional learning that positions culturally affirming school expectations and critical self-reflection as a precedent to the empowering literacy instruction teachers could enact in classrooms. Future research can examine school-level and social factors shaping teachers’ knowledge, beliefs, and practices.
{"title":"“Our Teaching Transcends a Subject Matter”: Learning From Black Women Educators’ Beliefs about Literacy Instruction During Extraordinary Times","authors":"Chantal Francois","doi":"10.1177/01614681231217016","DOIUrl":"https://doi.org/10.1177/01614681231217016","url":null,"abstract":"The Covid-19 pandemic, the United States’ racial reckoning, and nationwide educational “anti-woke” legislation—along with long-standing accountability policies—acutely constrained teachers’ experiences and have solidified public portrayals of educators as mistrustful and docile. Yet research suggests that, in the face of school and societal constraints, Black women educators develop and enact beliefs about teaching that challenge prevailing opinion to provide equitable and just learning experiences for their students. The 2020–2021 school year, an extraordinary moment in the United States, provided an important context to understand Black women educators’ developing beliefs about teaching secondary literacy, a politicized and contested subject. This study builds off of historical and contemporary research on Black women educators to understand how two teachers developed their beliefs about teaching literacy in a middle school with a diverse student population during the Covid-19 pandemic and in the wake of the Black Lives Matter movement. Drawing on Black feminist theory and asset-based pedagogies, it also sought to understand what individual and collective meaning they made out of their teaching experience. The qualitative study centered on two Black women educators who taught seventh-grade English language arts and history during the 2020–2021 school year. The two teachers worked at a suburban middle school serving a racially diverse student population. The study involved three interviews with each participant and seven group discussions with both participants throughout the year. I employed grounded theory methodology to analyze the data and to develop themes about how the teachers developed their beliefs about teaching literacy. During an extraordinary moment in the United States—characterized by the Covid-19 pandemic, hybrid instruction, and a countrywide racial reckoning—the participants felt empowered to call out the deficit ideologies that their colleagues voiced. Calling out deficit ideologies informed three beliefs about teaching literacy: upholding students’ humanity, elevating classroom discussion, and teaching a complex narrative of people of Color. These findings affirm the mutuality between action and beliefs and emphasize a more socially and politically oriented conceptualization of literacy pedagogy. This study informs how educational leaders can support Black women educators with professional learning that positions culturally affirming school expectations and critical self-reflection as a precedent to the empowering literacy instruction teachers could enact in classrooms. Future research can examine school-level and social factors shaping teachers’ knowledge, beliefs, and practices.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-07DOI: 10.1177/01614681231194101
{"title":"Erratum to Issues","authors":"","doi":"10.1177/01614681231194101","DOIUrl":"https://doi.org/10.1177/01614681231194101","url":null,"abstract":"","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85237014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/01614681231153699
Henry Tran, Kay M. Cunningham, S. Hardie, Tammy Taylor, Rinice Sauls
Background/Context: Progressive human resources thinking has suggested the importance of employee experiences for workforce engagement, inclusion, and retention, but the intentional design of positive employee experiences requires a deep understanding of workers’ lived experiences in order to respond to their differentiated needs. Although the repeated marginalization of educators who are women, people of color, and from rural spaces have each received attention in their respective literature, little scholarship has intentionally studied the work lives of those who claim all three identities simultaneously. Purpose: Based on this omission, the present work employs an intersectionality analysis to seek understanding of the employee experiences of Black female rural educators across their career cycles, with the goal of helping employers better craft supportive work experiences for them. Research Design: Data are collected from semistructured phenomenological interviews with 10 rural Black principals across five school districts, who are asked to reflect on the experiences of their education career journey, from teaching to school leadership. Conclusion/Recommendations: Findings suggest that the participants’ racial, gender, role, and context identities uniquely impacted each phase of their employee life cycle and therefore require customized attention.
{"title":"Seeing the Visibly Invisible: An Intersectional Analysis of the Employee Experiences of Black Female Rural Educators","authors":"Henry Tran, Kay M. Cunningham, S. Hardie, Tammy Taylor, Rinice Sauls","doi":"10.1177/01614681231153699","DOIUrl":"https://doi.org/10.1177/01614681231153699","url":null,"abstract":"Background/Context: Progressive human resources thinking has suggested the importance of employee experiences for workforce engagement, inclusion, and retention, but the intentional design of positive employee experiences requires a deep understanding of workers’ lived experiences in order to respond to their differentiated needs. Although the repeated marginalization of educators who are women, people of color, and from rural spaces have each received attention in their respective literature, little scholarship has intentionally studied the work lives of those who claim all three identities simultaneously. Purpose: Based on this omission, the present work employs an intersectionality analysis to seek understanding of the employee experiences of Black female rural educators across their career cycles, with the goal of helping employers better craft supportive work experiences for them. Research Design: Data are collected from semistructured phenomenological interviews with 10 rural Black principals across five school districts, who are asked to reflect on the experiences of their education career journey, from teaching to school leadership. Conclusion/Recommendations: Findings suggest that the participants’ racial, gender, role, and context identities uniquely impacted each phase of their employee life cycle and therefore require customized attention.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76399544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/01614681231161126
James Joshua Coleman (Josh)
Background/Context: Within critical research broadly, scholars increasingly turn to stories and storytelling to pursue equity in educational contexts. Such scholarship does, however, primarily focus on the composition or creation of stories. Expanding the scope of storytelling research, this article turns to queer and trans knowledges to highlight a parallel set of storytelling practices—de-composing practices—and demonstrates their impact on historically marginalized community narratives and the pursuit of equity and justice in the field of education. Purpose/Objective/Research Question or Focus of Study: As critical calls for storying, counter-storytelling, and restorying increase within critical research in education, this article theorizes a parallel literacy practice, de-storying, as part of a set of de-composing practices. Defined as the habitual and often subconscious unimagining of community narratives in alignment with dominant narratives, de-storying shows how certain stories of marginalized communities come to be consistently unimagined. This article focuses particularly on queer community narratives and de-storying’s impact in the form of unimagined ancestors, elders, guardians, and peers. Research Design: A narrative inquiry project, this research study shares data from an inquiry community of nine queer educators. Gathering together 13 times over the course of an academic year, these educators engaged in a structured restorying process and through speculative storytelling reimagined and rewrote narrativized experiences of queerphobia. In particular, small stories demonstrated how de-storying affected these educators’ storytelling practices and, furthermore, revealed that three dominant community narratives (i.e., heteronormativity, queer fatalism, and homonormativity) compressed the potential small stories these educators told. Conclusions/Recommendations: Findings from this project illustrate how de-storying practices resulted in four unimagined community narratives across participants: missing queer ancestors, elders, guardians, and peers. De-storying occurred across various intersections of participants’ identities. Findings from this study advance critical approaches to storytelling by revealing de-storying as one of many potential de-composing practices. This article concludes by inviting the theorization of additional de-composing practices in order to center the most marginalized stories within education—namely, those that are actively unimagined.
{"title":"De-storying Community Narratives: Unimagined Community in Queer Educators’ Small Stories","authors":"James Joshua Coleman (Josh)","doi":"10.1177/01614681231161126","DOIUrl":"https://doi.org/10.1177/01614681231161126","url":null,"abstract":"Background/Context: Within critical research broadly, scholars increasingly turn to stories and storytelling to pursue equity in educational contexts. Such scholarship does, however, primarily focus on the composition or creation of stories. Expanding the scope of storytelling research, this article turns to queer and trans knowledges to highlight a parallel set of storytelling practices—de-composing practices—and demonstrates their impact on historically marginalized community narratives and the pursuit of equity and justice in the field of education. Purpose/Objective/Research Question or Focus of Study: As critical calls for storying, counter-storytelling, and restorying increase within critical research in education, this article theorizes a parallel literacy practice, de-storying, as part of a set of de-composing practices. Defined as the habitual and often subconscious unimagining of community narratives in alignment with dominant narratives, de-storying shows how certain stories of marginalized communities come to be consistently unimagined. This article focuses particularly on queer community narratives and de-storying’s impact in the form of unimagined ancestors, elders, guardians, and peers. Research Design: A narrative inquiry project, this research study shares data from an inquiry community of nine queer educators. Gathering together 13 times over the course of an academic year, these educators engaged in a structured restorying process and through speculative storytelling reimagined and rewrote narrativized experiences of queerphobia. In particular, small stories demonstrated how de-storying affected these educators’ storytelling practices and, furthermore, revealed that three dominant community narratives (i.e., heteronormativity, queer fatalism, and homonormativity) compressed the potential small stories these educators told. Conclusions/Recommendations: Findings from this project illustrate how de-storying practices resulted in four unimagined community narratives across participants: missing queer ancestors, elders, guardians, and peers. De-storying occurred across various intersections of participants’ identities. Findings from this study advance critical approaches to storytelling by revealing de-storying as one of many potential de-composing practices. This article concludes by inviting the theorization of additional de-composing practices in order to center the most marginalized stories within education—namely, those that are actively unimagined.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87533975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/01614681231154315
J. McCall, Adrian Davis, Marjoris Regus, James Dekle
Background and Context: Inspired by a photograph of the groundbreaking playwright Lorraine Hansberry that appeared in the New York Times following her unanticipated death in 1965, Nina Simone, pianist, singer-songwriter, and civil rights activist, carefully crafted “To Be Young, Gifted and Black,” a song that later became the anthem of the 1970s Black Power Movement. Like Hansberry, Simone sought to encourage cultural and ethnic pride among young African Americans who found themselves at the crossroads of an identity crisis and a national dismissal of their existence, both funded by racism. Today, African Americans attending predominantly White institutions (PWIs) continue to grapple with these challenges. Purpose/Objective/Research Question or Focus of Study: For this study, we aim to amplify the lived experiences and ontologies of Black music education doctoral students at predominantly White institutions (PWIs) and to identify and confront racialized structures, including dominant narratives that suggest Black folk and their epistemologies are inferior. We seek to add to current scholarship written by Black scholars about Black experiences, while also honoring Black music educators, music teacher educators, and scholars who have come before us and who will follow by speaking truth to power or rather “telling it like it is.” Research Design: We employ storytelling, a key tenet of critical race theory (CRT), to share our experiences of grappling with racialized encounters in four predominantly White doctoral music education programs, highlighting how these experiences impacted our Ph.D. journeys and how we wrestled with them. To examine our experiences, we use CRT in its entirety alongside musical renditions of “To Be Young, Gifted and Black” by Nina Simone, Donny Hathaway, The Heptones, and Aretha Franklin. Data detailing our experiences were collected through five 90-minute semistructured focus group conversations. Using CRT a priori codes and emergent codes, we delved into our narratives and how our intersectional identities along the lines of race and gender compounded the oppression we endured. Conclusions/Recommendations: Our research suggests that Black doctoral students in music education encounter a wealth of racialized structures along their journeys to degree completion. Not only did we grapple with identity politics, but we also wrestled with our White professors’ and peers’ “imagined cultural superiority” (Calmore, 1992, p. 2131). Among our efforts to realize our pathways forward, resistance and counterspace became salient for us in seizing our liberation and defying racism. Because PWIs continue to evade their responsibility in confronting their own racist social order, we fear that African Americans and other students of color will have no choice but to continue to negotiate spaces that are racially hostile and unjust. When PWIs decide to truly become antiracist, their agendas will include, but will not be limited to, reimagining
背景与背景:1965年，开创性的剧作家洛林·汉斯伯里意外去世后，《纽约时报》刊登了她的一张照片，受到照片的启发，钢琴家、创作歌手和民权活动家尼娜·西蒙妮精心创作了《年轻、有天赋和黑人》，这首歌后来成为20世纪70年代黑人权力运动的圣歌。像汉斯伯里一样，西蒙娜试图鼓励年轻的非裔美国人的文化和种族自豪感，这些人发现自己正处于身份危机和国家对他们存在的蔑视的十字路口，这两者都是由种族主义资助的。今天，在以白人为主的大学就读的非裔美国人继续与这些挑战作斗争。目的/目标/研究问题或研究焦点:在本研究中，我们的目标是扩大黑人音乐教育博士生的生活经历和本体论，并识别和面对种族化的结构，包括表明黑人民间及其认识论劣等的主导叙事。我们试图为黑人学者撰写的关于黑人经历的现有学术著作增色，同时也向黑人音乐教育家、音乐教师教育家和学者致敬，他们走在我们的前面，他们将向权力说出真相，或者更确切地说，“实事求是地说”。研究设计:我们采用讲故事，这是批判种族理论(CRT)的一个关键原则，来分享我们在四个以白人为主的博士音乐教育项目中与种族化相遇的经历，强调这些经历如何影响我们的博士生涯，以及我们如何与之搏斗。为了检查我们的经历，我们使用了完整的CRT和尼娜·西蒙、唐尼·海瑟薇、The Heptones和艾瑞莎·富兰克林演唱的《年轻、有天赋和黑人》的音乐版本。详细描述我们经历的数据是通过五次90分钟的半结构化焦点小组对话收集的。通过使用先验的CRT代码和紧急代码，我们深入研究了我们的叙述，以及我们在种族和性别方面的交叉身份如何加剧了我们所承受的压迫。结论/建议:我们的研究表明，音乐教育的黑人博士生在完成学位的过程中遇到了大量的种族化结构。我们不仅要与身份政治作斗争，而且还要与白人教授和同龄人“想象中的文化优越感”作斗争(Calmore, 1992, p. 2131)。在我们实现前进道路的努力中，抵抗和对抗空间成为我们争取解放和反抗种族主义的重要因素。由于pwi继续逃避面对种族主义社会秩序的责任，我们担心非洲裔美国人和其他有色人种学生将别无选择，只能继续在种族敌对和不公正的空间进行谈判。当pwi决定真正成为反种族主义者时，他们的议程将包括，但不限于，重新构想录取和试听政策和实践，拆除宣传白人作为财产的功能的课程，并终止种族主义的社会代理人。
{"title":"“To Be Young, Gifted and Black”","authors":"J. McCall, Adrian Davis, Marjoris Regus, James Dekle","doi":"10.1177/01614681231154315","DOIUrl":"https://doi.org/10.1177/01614681231154315","url":null,"abstract":"Background and Context: Inspired by a photograph of the groundbreaking playwright Lorraine Hansberry that appeared in the New York Times following her unanticipated death in 1965, Nina Simone, pianist, singer-songwriter, and civil rights activist, carefully crafted “To Be Young, Gifted and Black,” a song that later became the anthem of the 1970s Black Power Movement. Like Hansberry, Simone sought to encourage cultural and ethnic pride among young African Americans who found themselves at the crossroads of an identity crisis and a national dismissal of their existence, both funded by racism. Today, African Americans attending predominantly White institutions (PWIs) continue to grapple with these challenges. Purpose/Objective/Research Question or Focus of Study: For this study, we aim to amplify the lived experiences and ontologies of Black music education doctoral students at predominantly White institutions (PWIs) and to identify and confront racialized structures, including dominant narratives that suggest Black folk and their epistemologies are inferior. We seek to add to current scholarship written by Black scholars about Black experiences, while also honoring Black music educators, music teacher educators, and scholars who have come before us and who will follow by speaking truth to power or rather “telling it like it is.” Research Design: We employ storytelling, a key tenet of critical race theory (CRT), to share our experiences of grappling with racialized encounters in four predominantly White doctoral music education programs, highlighting how these experiences impacted our Ph.D. journeys and how we wrestled with them. To examine our experiences, we use CRT in its entirety alongside musical renditions of “To Be Young, Gifted and Black” by Nina Simone, Donny Hathaway, The Heptones, and Aretha Franklin. Data detailing our experiences were collected through five 90-minute semistructured focus group conversations. Using CRT a priori codes and emergent codes, we delved into our narratives and how our intersectional identities along the lines of race and gender compounded the oppression we endured. Conclusions/Recommendations: Our research suggests that Black doctoral students in music education encounter a wealth of racialized structures along their journeys to degree completion. Not only did we grapple with identity politics, but we also wrestled with our White professors’ and peers’ “imagined cultural superiority” (Calmore, 1992, p. 2131). Among our efforts to realize our pathways forward, resistance and counterspace became salient for us in seizing our liberation and defying racism. Because PWIs continue to evade their responsibility in confronting their own racist social order, we fear that African Americans and other students of color will have no choice but to continue to negotiate spaces that are racially hostile and unjust. When PWIs decide to truly become antiracist, their agendas will include, but will not be limited to, reimagining ","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76465556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/01614681231155698
L. Schultz, E. Bonney, L. Dorner, Kim Song
Background/Context: There is a growing need for schools to examine the best ways of working with immigrant and multilingual families, as it is ever more likely that all teachers will work with multilingual newcomers and their children during their career. However, teachers often view multilingual families in deficit ways, and many teachers lack experience in designing culturally responsive school–family partnerships. Although professional development (PD) has been shown to positively impact teachers’ beliefs regarding actively engaging culturally and linguistically diverse families, it is not clear from the literature how such PD is taken up across different district contexts. Purpose/Objective/Research Question or Focus of Study: This article explores teachers' perceptions of multilingual family engagement across four distinct school districts involved in a PD project. We specifically asked: (1) How have teachers’ perceptions of immigrant/multilingual family engagement changed over the first year of a PD program? (2) How do teachers’ perceptions of multilingual family engagement differ across district contexts? Research Design: In this mixed-method study, we examine teacher survey responses, reflections, and researcher field notes from our first cohort of teachers (n = 25) participating in our National Professional Development (NPD) grant project. We completed descriptive statistics to address our initial research question before exploring how context could be shaping the ways teachers implemented ideas from the PD. Next, teacher reflections and researcher field notes were analyzed following an ethnographic approach. Conclusions/Recommendations: We found that power-sharing approaches to family engagement were conceptualized by teachers along a continuum of relationship-building and power-sharing across districts. While PD can support teachers to develop family engagement beyond common and traditional practices, buy-in by teachers can be limited by district context and opportunities. Researchers providing PD need to recognize that discussions around power-sharing will look different depending on district context. Furthermore, providing this type of PD will require relationship-building with districts/teachers, ongoing support, and different amounts of time specific to the context(s) they are serving.
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Pub Date : 2023-01-01DOI: 10.1177/01614681231152016
Dr. Daniel Josiah Thomas
Background/Context: Historical narratives and contemporary research continue to produce scholarship on teacher-coaches through a White racial frame that both reifies a Western European origin story and centers the experiences of White males. However, the American history of teacher-coaches is not the Black history of teacher-coaches. The Black male teacher-coach tradition is anchored in the utilization of Black intellectual thought to implement revisionist ontology projects that simultaneously claim Black personhood and contest curricular genocide while being consumed within an anti-Black milieu. In this study, the tradition of Black male teacher-coaches’ critical civic engagement within secondary schools is taken from the margins and centered. Purpose/Objective/Research Questions/Focus of Study: This study examines how Black male teacher-coaches utilize Black intellectual thought within secondary social studies and literature courses to combat a White-controlled epistemic order of knowledge. Within their courses, the participants purposefully challenge institutional forms of bad faith by utilizing Black intellectual thought to unsettle the coloniality of truth to challenge the existing anti-Black scholastic order of knowledge. Using the theoretical lenses of subjective understanding and bad faith, this study is guided by the following primary research question: How do Black men in predominantly non-Black schools utilize Black intellectual thought to enact their work as teacher-coaches? Research Design: The findings from this study emerge from an instrumental multiple case study that included four Black male teacher-coaches serving as secondary social studies or literature educators in schools that were not predominantly Black. Employing an interpretive approach within this methodology created space to redress the following two broader external interests: (1) de-essentializing the specificity of the Black male teacher-coach tradition from a Eurocentric dominant narrative, and (2) explicating the salience of Black intellectual thought in the counter-hegemonic practices of these Black men relative to anti-intellectual tropes about teacher-coaches in general. Findings/Results: Findings indicate how participants continue the legacy of the long Civil Rights Movement by utilizing Black intellectual thought to enact a project of revisionist ontology to combat an anti-Black epistemic order of knowledge. The study explicates the following thematic findings: (1) carving out space for Black intellectual thought, (2) centering Black intellectual thought, and (3) making Black intellectual thought relevant. Conclusions/Recommendations: Findings from this study illustrate how Black teachers in general, and Black male teacher-coaches in particular, serve as the gatekeepers and guardians of Black intellectual thought within predominantly non-Black secondary schools. Participants who were secondary social studies and literature teachers resisted a White-controlled
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Pub Date : 2023-01-01DOI: 10.1177/01614681231155688
D. Reinking, G. Hruby, Victoria J. Risko
In this commentary, we identify a phonics-first ideology and its polemical distortions of research and science to promote legislation that constrains and diminishes the teaching of reading. We affirm our own, and a majority of reading professionals’, commitment to teaching phonics. However, we argue that phonics instruction is more effective when embedded in a more comprehensive program of literacy instruction that accommodates students’ individual needs and multiple approaches to teaching phonics—a view supported by substantial research. After summarizing the politicization of phonics in the United States, we critique a legislated training course for teachers in Tennessee as representative of how a phonics-first ideology is expressed polemically for political purposes. We contrast it with a more collaboratively developed, balanced, nonlegislative approach in the previous governor’s administration. Specifically, the training course (a) makes an unfounded claim that there is a national reading crisis that can be traced to insufficient or inappropriate phonics instruction; (b) distorts, misrepresents, or omits relevant research findings and recommendations, most prominently from the report of the National Reading Panel; (c) inaccurately suggests that “balanced literacy instruction” is “whole language” instruction in disguise; and (d) wrongly claims that its views of phonics are based on a settled science of reading.
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