Respecting a Cultural Continuum of Black Male Pedagogy: Exploring the Life History of a Black Male Middle School Teacher

Autor/inn/en	Milton-Williams, Toni; Bryan, Nathaniel
Titel	Respecting a Cultural Continuum of Black Male Pedagogy: Exploring the Life History of a Black Male Middle School Teacher
Quelle	In: Urban Education, 56 (2021) 1, S.32-60 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085916677346
Schlagwörter	African American Teachers; Middle School Teachers; Males; Cultural Influences; Culturally Relevant Education; African American Students; Academic Achievement; Cultural Awareness; Critical Thinking; Critical Theory; Race; Social Influences; Experience; Family Influence; Mentors; Student Needs; North Carolina + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Male; Männliches Geschlecht; Cultural influence; Kultureinfluss; Student; Students; Schüler; Schülerin; Studentin; Schulleistung; Cultural identity; Kulturelle Identität; Kritisches Denken; Kritische Theorie; Rasse; Abstammung; Sozialer Einfluss; Erfahrung
Abstract	Black male teachers tend to enact culturally relevant pedagogical practices that support the academic achievement, cultural competence, and critical consciousness of Black male students. Using critical race theory, culturally relevant pedagogy, and life history methodology, we explore the life history and work of a Black male middle school teacher to examine ways in which his historical, societal, institutional, and communal and personal experiences have shaped him to become a culturally relevant teacher and advocate for Black male students. In doing so, we provide implications and recommendations for preservice teacher education programs to retain and better support Black male middle school teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01