Using Afrocentric Praxis as Loving Pedagogies to Sustain Black Immigrant Racial Identities

Autor/inn/en	Braden, Eliza G.; Boutte, Gloria; Gibson, Valente'; Jackson, Jarvais
Titel	Using Afrocentric Praxis as Loving Pedagogies to Sustain Black Immigrant Racial Identities
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 35 (2022) 6, S.569-587 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boutte, Gloria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2022.2025495
Schlagwörter	Teaching Methods; Blacks; Immigrants; African American Teachers; Males; Grade 4; Grade 5; Elementary School Teachers; African Culture; Racial Identification; Self Concept; Educational Practices; Teacher Student Relationship; Cultural Background; Educational Needs; Critical Race Theory; School Districts; Elementary School Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Black person; Schwarzer; Immigrant; Immigrantin; Immigranten; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Male; Männliches Geschlecht; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Grundschule; Volksschule; Africa; Culture; Afrika; Kultur; Selbstkonzept; Bildungspraxis; Teacher student relationships; Lehrer-Schüler-Beziehung; Educational need; Bildungsbedarf; School district; Schulbezirk
Abstract	In this article, we chronicle two African American, male teachers' (fourth and fifth-grade teachers at the same school) use of Afrocentric praxis to demonstrate how the identities of African Diasporic students can be honored and sustained. We begin by explaining the conceptual framework and the context of the school and classrooms. We focus our gaze on the two teachers and Yandi, a second-generation immigrant child, because complex cultural identities are often forgotten and negated in school. We reflect on the pedagogical needs of Yandi as a student whose parents are first generation immigrants to the U.S. We demonstrate how layering the content of African-Diasporic people using Afrocentric praxis can serve as methods to actualize pedagogical love and can be used to engage and invite Black students whose parents are recent immigrants. We conclude with recommended resources. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01