Advocating for African American Students: Cultural Perspectives on Best Practices

We are in revolutionary situation, no matter how unpopular that word may be. You must understand that in the attempt to correct so many generations of bad faith and cruelty, when it is operating not only in the classroom but in society, you will meet the most fantastic, the most brutal, and the most deter-mined resistance. James Baldwin, A Talk to Teacher

Personal Investments, Professional Gains: Strategies of African American Women Teacher Educators

As African American mothers and teacher educators, the authors’ investment in teacher education is both personal and professional. The authors’ build upon these personal and professional investments in their teaching practices with primarily White pre-service teachers, in the hopes of better preparing them to teach African American children. This paper outlines pedagogical and curriculum strategies including reflective activities, the use of Black English Vernacular (BEV), and theoretical orientations. These strategies emphasize the a) political nature of teaching and the ways in which teacher positionality matters; b) importance of interpersonal relationships based on care, respect, and recognition of humanity; and, c) experiences students of color have in school and community

Black Women Teacher Educators: Creating Enduring Afriographies as Leaders and Change Makers

ithin the womanist tradition, Black women have fought against multiple oppressions through theconstruction of enduring afriographies , as leaders and change-makers, and as scholars committed toresearch and service in and for communities of color (Henry, 1998; Hill, 2002; Ladson-Billings, 1996). Thisstudy investigated the perspectives, experiences, and practices of three Black women teacher educatorsusing womanist theory and portraiture methodology. In interviewing and shadowing participants, andreviewing documents related to their teaching practices, two questions were posed: a) In what ways are theirteaching practices informed by their experiences?; and, How does the theme of "race uplift" help to shapetheir work within the academy? This paper explores findings from the latter question and considersparticipants' power to lead and effect change in their academic roles and in their creation of enduringafriographies