A Call & Response Critical Poetic Inquiry of Resistance Ideologies among Teachers and Black Youth

Autor/inn/en	Davis, Camea; McTier, Syreeta Ali
Titel	A Call & Response Critical Poetic Inquiry of Resistance Ideologies among Teachers and Black Youth
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 5, S.759-773 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davis, Camea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2022.2025469
Schlagwörter	African Americans; African American Students; Resistance (Psychology); Urban Schools; Ideology; Poetry; Racism; Beliefs; Ethnic Stereotypes; Democratic Values; African American History; Late Adolescents; Teachers; African American Culture; Teacher Attitudes; Student Attitudes; Discipline; Teacher Role + Suchen Sie Ihr Suchwort? Afroamerikaner; African Americans; Student; Students; Schüler; Schülerin; Studentin; Resistenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ideologie; Lyrik; Poesie; Rassismus; Belief; Glaube; National stereotype; Nationales Stereotyp; Halbstarker; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Disziplin; Lehrerrolle
Abstract	Grounded in the Black intellectual tradition, this article explores how Black youth and teachers of Black youth operationalize resistance ideologies to combat hegemonic narratives about Black youth in U.S. urban school spaces. Using data from four Black youth and teacher participants, we applied a priori coding based on Bernard and Agozino's description of Black free spaces and the Black Studies Theory of Alterity to identify the participants' resistance ideologies and how they were evidenced. Next, we employed a call-and-response method of critical poetic inquiry to analyze participants' responses, generate themes, and produce research poetry as findings. The three primary themes include: (1) savior narratives for Black youth; (2) discipline and perceptions of Black youth; (3) the systems of belief within participants' resistance ideologies. The findings are disseminated in a call-and-response format that joins the teacher's perspectives with Black youth perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01