Pub Date : 2021-10-01DOI: 10.15760/nwjte.2021.16.2.2
A. Gilmore, Maika J. Yeigh
{"title":"Using the White Space to Center Blackness--A Conversation with Guest Editor, Dr. Amir Gilmore","authors":"A. Gilmore, Maika J. Yeigh","doi":"10.15760/nwjte.2021.16.2.2","DOIUrl":"https://doi.org/10.15760/nwjte.2021.16.2.2","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122870683","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 : 2021-10-01DOI: 10.15760/nwjte.2021.16.2.5
Jonathan Lightfoot
{"title":"Zero Tolerance Policies are Anti-Black: Protecting Racially Profiled Students from Educational Injustice","authors":"Jonathan Lightfoot","doi":"10.15760/nwjte.2021.16.2.5","DOIUrl":"https://doi.org/10.15760/nwjte.2021.16.2.5","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"219 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129633035","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 : 2021-10-01DOI: 10.15760/nwjte.2021.16.2.8
P. Radebe, B. Opini
This paper examines the practice within universities of restricting the number of courses focussing on Black/African-Canadian history and ‘Blackness’, in the context of teacher education programs, and the implications for the unawareness of racial literacy among teacher candidates. The lack of such courses at select universities in Western Canada is discussed, as are the consequences for teacher candidates. Teacher education programs can address the systemic gaps in Black history courses and Black knowledge systems and better serve the interests of students by, offering courses that centers Black worldviews and hire Black scholars to foster a more equitable learning environment.
{"title":"Racialization of Knowledge: How the Marginalization of Black History and Knowledges Fosters a Lack of Racial Literacy among Teacher Candidates","authors":"P. Radebe, B. Opini","doi":"10.15760/nwjte.2021.16.2.8","DOIUrl":"https://doi.org/10.15760/nwjte.2021.16.2.8","url":null,"abstract":"This paper examines the practice within universities of restricting the number of courses focussing on Black/African-Canadian history and ‘Blackness’, in the context of teacher education programs, and the implications for the unawareness of racial literacy among teacher candidates. The lack of such courses at select universities in Western Canada is discussed, as are the consequences for teacher candidates. Teacher education programs can address the systemic gaps in Black history courses and Black knowledge systems and better serve the interests of students by, offering courses that centers Black worldviews and hire Black scholars to foster a more equitable learning environment.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115033446","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 : 2021-10-01DOI: 10.15760/nwjte.2021.16.2.7
Cherrel Miller Dyce, Julius David
{"title":"If You Are Not Ready, Then Step Aside: Intentionally Centering the Black Male Body in Teacher Education","authors":"Cherrel Miller Dyce, Julius David","doi":"10.15760/nwjte.2021.16.2.7","DOIUrl":"https://doi.org/10.15760/nwjte.2021.16.2.7","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128402934","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 : 2021-10-01DOI: 10.15760/nwjte.2021.16.2.4
I. Jackson
This interpretive case study examines the impact of one high school’s mediation process, which is intended to be a restorative practice, on the schooling experiences of three “overage, under-credited," young adult Black girls. Using critical race theory, this study explicates how the school’s approach to mediation fails to protect these students from both physical and structural violence. While it is important that the findings lay a foundation for understanding the contexts of anti-Blackness in restorative practices in schools, insights from this study can also help establish culturally and contextually specific approaches to mediation for young adult Black girls in high schools.
{"title":"Not Suspended but Not Protected: Challenging School Discipline Reform in the Name of Restorative Justice for Young Adult Black Girls","authors":"I. Jackson","doi":"10.15760/nwjte.2021.16.2.4","DOIUrl":"https://doi.org/10.15760/nwjte.2021.16.2.4","url":null,"abstract":"This interpretive case study examines the impact of one high school’s mediation process, which is intended to be a restorative practice, on the schooling experiences of three “overage, under-credited,\" young adult Black girls. Using critical race theory, this study explicates how the school’s approach to mediation fails to protect these students from both physical and structural violence. While it is important that the findings lay a foundation for understanding the contexts of anti-Blackness in restorative practices in schools, insights from this study can also help establish culturally and contextually specific approaches to mediation for young adult Black girls in high schools.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125007769","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 : 2021-10-01DOI: 10.15760/nwjte.2021.16.2.9
L. Caruthers, Jennifer H. Waddell, Bradley W. Poos, Ashley Smith
The Institute for Urban Education (IUE) began in 2005, following unitary status of Kanas City Public Schools in 2003, as a four-year undergraduate urban teacher preparation program to prepare students to interrupt school-centered practices of Eurocentric identity and antiblackness. A program feature entails recruitment of high school students from urban communities and scholarships to support fulltime preparation without employment distractions. Graduates commit to teach for a minimum of four-years in an urban school. Our investigation incorporated BlackCrit with in-depth interviews to capture the experiences of nine graduates in the schools where they teach or engage in school leadership. While testimonials from graduates indicate success of the program, our investigation underscores new pathways for Black valuing of youth and their communities.
{"title":"Voices of Teacher Graduates: Preparation for Black Mattering in Schools","authors":"L. Caruthers, Jennifer H. Waddell, Bradley W. Poos, Ashley Smith","doi":"10.15760/nwjte.2021.16.2.9","DOIUrl":"https://doi.org/10.15760/nwjte.2021.16.2.9","url":null,"abstract":"The Institute for Urban Education (IUE) began in 2005, following unitary status of Kanas City Public Schools in 2003, as a four-year undergraduate urban teacher preparation program to prepare students to interrupt school-centered practices of Eurocentric identity and antiblackness. A program feature entails recruitment of high school students from urban communities and scholarships to support fulltime preparation without employment distractions. Graduates commit to teach for a minimum of four-years in an urban school. Our investigation incorporated BlackCrit with in-depth interviews to capture the experiences of nine graduates in the schools where they teach or engage in school leadership. While testimonials from graduates indicate success of the program, our investigation underscores new pathways for Black valuing of youth and their communities.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129610766","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 : 2021-10-01DOI: 10.15760/nwjte.2021.16.2.13
Stephanie Jones, R. Robinson
{"title":"Reflections on the Politics of Professionalism: Critical Autoethnographies of Anti-Blackness in the ELA Classroom","authors":"Stephanie Jones, R. Robinson","doi":"10.15760/nwjte.2021.16.2.13","DOIUrl":"https://doi.org/10.15760/nwjte.2021.16.2.13","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133550944","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 : 2021-05-05DOI: 10.15760/NWJTE.2021.16.1.4
Roberta D. Raymond, Lillian Benavente-McEnery, Rose Toman
Abstract The purpose of this qualitative study was to examine pre-service teachers’ perceptions about providing writing feedback to fourth-grade students. A group of 102 pre-service teachers participated in the study. Data were analyzed using the constant comparative method. The findings revealed four critical components to giving feedback, the importance of scaffolding for the writer, and the vulnerability of pre-service teachers regarding writing. Implications for teacher educators include the importance of providing authentic writing and feedback opportunities for pre-service teachers. Additionally, pre-service teachers would benefit from being exposed to a strengths perspective in order to nurture their growth as proficient writers and writing teachers, thereby modeling how strong writing communities are built.
{"title":"Examining Pre-Service Literacy Teachers’ Perceptions about Providing Writing Feedback to Elementary Students","authors":"Roberta D. Raymond, Lillian Benavente-McEnery, Rose Toman","doi":"10.15760/NWJTE.2021.16.1.4","DOIUrl":"https://doi.org/10.15760/NWJTE.2021.16.1.4","url":null,"abstract":"Abstract The purpose of this qualitative study was to examine pre-service teachers’ perceptions about providing writing feedback to fourth-grade students. A group of 102 pre-service teachers participated in the study. Data were analyzed using the constant comparative method. The findings revealed four critical components to giving feedback, the importance of scaffolding for the writer, and the vulnerability of pre-service teachers regarding writing. Implications for teacher educators include the importance of providing authentic writing and feedback opportunities for pre-service teachers. Additionally, pre-service teachers would benefit from being exposed to a strengths perspective in order to nurture their growth as proficient writers and writing teachers, thereby modeling how strong writing communities are built.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121455025","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}
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