Keeping It Relevant: Student-Centered Reflections, Choices, and Actions of Critical Race Womanist Pedagogues

2020 ◽  
pp. 004208592097968
Author(s):  
Wanda Watson ◽  
Cathryn A. Devereaux
Keyword(s):  
Black Women ◽  
Women Educators ◽  
Teacher Educators ◽  
Critical Race ◽  
Structured Interviews ◽  
Urban Schooling ◽  
Student Centered ◽  
Pedagogical Choices ◽  
Self Actualization ◽  
Teacher Reflexivity

This article examines how three Black women educators disrupt oppressive norms in urban schooling through their applications of critical race womanist pedagogy (CRWP). Using narrative excerpts formed from semi-structured interviews exploring how they contend with sociopolitical injustices through their pedagogical choices and actions, CRWP characterizes their daily classroom practices in four ways: (1) teacher reflexivity and student-centered curriculum, (2) authentic and reality-based curriculum, (3) culturally and politically relevant pedagogy, and (4) self-actualization and capacity-oriented approaches. Concretizing enactments of CRWP can inform the work of teachers, teacher educators, and administrators committed to prioritizing student-centered, politicized, academically responsive, and asset-based urban education.

Voices in the Desert

2021 ◽  
pp. 1118-1132
Author(s):  
Xeturah M Woodley
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Women Educators ◽  
North American ◽  
Higher Education Institutions ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Professional Experiences ◽  
American Higher Education ◽  
Black Women Educators

The experiences of Black women educators are important, and yet their personal and professional experiences are rarely included as part of the faculty narrative at most North American higher education institutions. The continued normalization of White Supremacy and androcentricity, within North American higher education, maintain systems of oppression that perpetuate the systematic marginalization of Black women within the faculty ranks. The purpose of this study was to understand the experiences of Black women educators in New Mexico's higher education institutions. With a grounding in Black Womanist and Critical Race Theories, this qualitative research study employed snowball sampling as a means to engage ten Black women faculty members, via semi-structured interviews, in critical inquiry about their professional experiences with higher education. Study participants testified about experiences with microaggressions, discrimination, and racial battle fatigue as well as feeling intellectual, campus, and community isolation.

Black Women: Perceptions and Enactments of Leadership

2019 ◽  
Vol 30 (2) ◽  
pp. 146-165
Author(s):  
Tiffany S. Aaron
Keyword(s):  
Black Women ◽  
Women Leaders ◽  
School Leadership ◽  
Women Principals ◽  
Student Centered ◽  
Black Women Leaders ◽  
Depth Interview ◽  
Black Women Principals ◽  
Perceptions Of Leadership ◽  
Principals Perceptions

This critical in-depth interview study examined four Black women principals’ perceptions, descriptions, and enactments of school leadership as it relates to their intersectional identities as being both Black and women. The tenets of Black feminist epistemology and the theory of intersectionality form the conceptual framework of this study. Research demonstrates that Black women leaders’ multiplicative identity as Black and women influences their experiences and perceptions of leadership. The principals’ perceptions of school leadership developed into several categories and two themes: student-centered leadership and perceptions of racial stereotypes and deconstructing perceptions about Black women.

scholarly journals Balancing race, gender, and responsibility: Conversations with four black women in educational leadership in the United States of America

2021 ◽  
pp. 174114322199183
Author(s):  
Natasha N Johnson
Keyword(s):  
United States ◽  
Black Women ◽  
Educational Leadership ◽  
United States Of America ◽  
Hermeneutic Phenomenology ◽  
The United States ◽  
Women's Leadership ◽  
Structured Interviews ◽  
Race And Gender ◽  
And Gender

This article focuses on equitable leadership and its intersection with related yet distinct concepts salient to social justice pertinent to women and minorities in educational leadership. This piece is rooted and framed within the context of the United States of America, and the major concepts include identity, equity, and intersectionality—specific to the race-gender dyad—manifested within the realm of educational leadership. The objective is to examine theory and research in this area and to discuss the role they played in this study of the cultures of four Black women, all senior-level leaders within the realm of K-20 education in the United States. This work employed the tenets of hermeneutic phenomenology, focusing on the intersecting factors—race and gender, specifically—that impact these women’s ability and capability to perform within the educational sector. The utilization of in-depth, timed, semi-structured interviews allowed participants to reflect upon their experiences and perceptions as Black women who have navigated and continue to successfully navigate the highest levels of the educational leadership sphere. Contributors’ recounted stories of navigation within spaces in which they are underrepresented revealed the need for more research specific to the intricacies of Black women’s leadership journeys in the context of the United States.

scholarly journals Global South teacher educators in digital landscape: implications on professional learning

2019 ◽  
Vol 11 (2) ◽  
pp. 19-28
Author(s):  
Maria Antonietta Impedovo ◽  
Sufiana Khatoon Malik ◽  
Kinley Kinley
Keyword(s):  
Social Media ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Digital Resources ◽  
Use Of The Internet ◽  
Use Of Social Media ◽  
Digital Landscape

Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.

scholarly journals Millennial and gen Z perspective towards eco-office campaign implementation in public sector

2021 ◽  
Vol 905 (1) ◽  
pp. 012122
Author(s):  
H P Pramana ◽  
S Hastjarjo ◽  
Sudarmo
Keyword(s):  
Change Agents ◽  
Secondary Data ◽  
Primary Data ◽  
Structured Interviews ◽  
Fully Integrated ◽  
Study Results ◽  
Self Actualization ◽  
New Policies ◽  
Electronic Media Use

Abstract This study explains millennial and Gen-Z attitudes, perspectives, and behaviors in implementing the eco-office concept. As a qualitative method study, the study uses primary data through semi-structured interviews and secondary data collected from reports, public/private publications, and census results, using the Yin case study model as data analysis. The study results reveal that the biggest challenge in implementing new policies is self-thinking. Leaders, as change agents, play an essential role in penetrating messages that make them act pro-environment. The reward system will be very effective, especially providing satisfaction for self-actualization. The findings of this study have implications for policymakers as input. For example, the results show that social media plays a crucial role in increasing environmental awareness. In addition, simple shifts such as electronic media use at work will cut the file chain, making it more effective and favored by young people. They understand the consequences of their actions on the environment and have the education, motivation, and social awareness to participate in the green movement. However, beliefs and actions are not fully integrated, and investigating and understanding their behavior and unique needs in the workplace will lead employees to integrate and succeed together to support the environment.

scholarly journals FINAL-YEAR PRE-SERVICE PRIMARY SCHOOL TEACHERS’ UNDERSTANDING OF INQUIRY-BASED-SCIENCE TEACHING

2020 ◽  
Vol 19 (3) ◽  
pp. 454-466 ◽  
Author(s):  
Khanyisile Brenda Nhlengethwa ◽  
Nadaraj Govender ◽  
Doras Sibanda
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Teacher Educators ◽  
Two Dimensions ◽  
Structured Interviews ◽  
School Teachers ◽  
Pedagogical Approach ◽  
Primary School Teachers ◽  
Directed Learning

Teachers’ accurate understanding of Inquiry-Based Science Teaching (IBST) is crucial for the proper enactment of this pedagogical approach. In this research, a qualitative case study design was used to explore and interpret pre-service teachers’ understanding of IBST at the conclusion of their three-year primary diploma at a university in Swaziland. Data were collected using a semi-structured teaching scenario-based questionnaire in conjunction with individual semi-structured interviews. Thirty-four participants completed the questionnaire and eight of them were subsequently interviewed. The data were analyzed using a conceptual framework of IBST that outlines two dimensions of IBST; namely the cognitive and guidance dimensions. The results show that in the cognitive dimension, participants focused mainly on the procedural domain. With regard to the guidance dimension, they associated the pedagogical approach more with teacher-directed than learner-directed learning activities. This paper recommends that in training pre-service primary school teachers, teacher educators must broaden their focus from procedural aspects of IBST to include all its aspects; thereby developing their pre-service teachers’ holistic and deep experiences of IBST. Keywords: inquiry-based science teaching, primary school, pre-service teachers, scenario-based questionnaire, IBST understanding.

scholarly journals THE FEMINIST AGENDA, A FALL OF HIERARCHAL REDRESS OR AN ATTEMPT TO ESTABLISHING AN ‘EQUAL’ SOCIETY GONE WRONG: AN INTERNAL CRITIQUE TO FEMINIST THEORIES

2019 ◽  
Author(s):  
Simon Motshweni
Keyword(s):  
South Africa ◽  
Black Women ◽  
Gender Equality ◽  
South African ◽  
Legal Reform ◽  
Theoretical Point ◽  
Critical Race ◽  
Critical Race Feminism ◽  
Feminist Theories ◽  
Point Of Departure

The aim of this paper is to interrogate the post-1994 feminist approaches to jurisprudential discourse. This interrogation will include a consideration as to whether critical instead of ‘traditional’ feminist theories contribute in transforming or decolonising South African law and jurisprudence. It is my suggestion that the inquiry to address ‘gender equality’ before and without addressing issues of racism and racial classism simultaneously in South Africa contributes effectively to the continued marginalisation of black women. As such, my position attempts to engage with the critical feminist approaches in order to address the prejudices that traditional feminist approaches impose on black women. The focal theoretical point of departure for this interrogation is critical race feminism.2 Critical race feminism proposes a progressive initiative for addressing the inconsistencies embodied within the traditional feminist approaches and is thus suitable for the South African post-apartheid context as it may trigger ‘transformative possibilities’.3 It is my contention that in order to address the marginalisation of black women, the traditional feminist approaches (such as the dominant feminist approaches) must be done away with for they are a hindrance to legal reform, as they prejudice the very structure they claim to protect.

scholarly journals Curriculum flexibility in a blended curriculum

2020 ◽  
Author(s):  
Herma Jonker ◽  
Virginie März ◽  
Joke Voogt
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Institution ◽  
Structured Interviews ◽  
Research And Practice ◽  
Face To Face ◽  
Teacher Education Institution ◽  
Student Enrolment

This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.

Womanist Inquiry for Social Justice in Curriculum

2021 ◽  
Author(s):  
Sabrina N. Ross
Keyword(s):  
Social Justice ◽  
Black Women ◽  
Women Educators ◽  
Women Of Color ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Survival Strategies ◽  
Multiple Systems ◽  
Informal Curriculum ◽  
Black Women Educators

Womanism is a social justice-oriented standpoint perspective focusing on the unique lived experiences of Black women and other women of color and the strategies that they utilize to withstand and overcome racialized, gendered, class-based, and other intersecting forms of oppression for the betterment of all humankind. Much of Womanist inquiry conducted in the field of education focuses on mining history to illuminate the lives, activism, and scholarly traditions of well-known and lesser-known Black women educators. Womanist inquiry focusing on the lives and pedagogies of Black women educators serves as an important corrective, adding to official historical records the contributions that Black women and other women of color have made to their schools, communities, and society. By providing insight into the ways in which processes of teaching and learning are understood and enacted from the perspective of women navigating multiple systems of oppression, Womanist inquiry makes a significant contribution to studies of formal curricular processes. Womanist inquiry related to informal curriculum (i.e., educational processes understood broadly and occurring outside of formal educational settings) is equally important because it offers alternative interpretations of cultural productions and lived experiences that open up new spaces for the understanding of Black women’s lived experiences. A common theme of Womanist curriculum inquiry for social justice involves physical and geographic spaces of struggle and possibility. Indeed, many of the culturally derived survival strategies articulated by Womanist scholars focus on the possibilities of working within the blurred boundaries and hybridized spaces of the in-between to achieve social justice goals. In addition to the provision of culturally congruent survival strategies, Womanist inquiry also provides sources of inspiration for contemporary Black women and other women of color engaged in curriculum work for social justice. The diverse forms of and approaches to Womanist inquiry in curriculum point to the fruitfulness of using Womanism to understand the intersectional thoughts and experiences of Black women and other women of color in ways that further social justice goals.

Gendered racism : the lived experiences of black undergraduate women at an HPWI : microaggressions, space and culture

2018 ◽  
Author(s):  
◽  
Veronica A. Newton
Keyword(s):  
Black Women ◽  
Black Men ◽  
Emotional Labor ◽  
Lived Experiences ◽  
White Women ◽  
Racial Microaggressions ◽  
Critical Race ◽  
Critical Race Feminism ◽  
Gendered Racism ◽  
Undergraduate Women

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This current study examined how Black undergraduate women experience gendered racism at a historically, predominately white university in the South. With a lack of studies on Black women's college experiences, I took a critical intersectional approach to interrogate the role of racism and patriarchy together by utilizing a Critical Race Feminism perspective. With the approach I was able to explore and examine the lived experiences of gendered racism, gendered racial microaggressions in white-maled spaces on campus, Black-maled spaces on campus, as well as white women's spaces on campus. Using a critical race feminism theoretical, conceptual and methodological framework, I interviewed 25 Black undergraduate women who attended a state-flagship university in the Mid-Southern region of the US. I also conducted ethnographic fieldwork by shadowing 5-8 different participants from June of 2015 to January 2017 on campus and off campus. The findings of this study show that Black women received gendered racial microaggressions from white men, Black men, white women students and professors on campus. Black women also receive these microaggressions in white-maled spaces and Black-maled spaces. Furthermore, Black women experience challenges that prevents their acquirement of social capital based on the way their raced and gendered bodies are read. Lastly, Black women have no spaces on campus that serve both their raced and gendered identity together and participate in emotional labor that white students and Black men students do not experience.

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