Particularizing the Tensions Between Canonical and Bodily Discourses

2018 ◽  
Vol 50 (2) ◽  
pp. 239-261 ◽  
Author(s):  
Jeanne Dyches
Keyword(s):  
African American ◽  
British Literature ◽  
Culturally Responsive ◽  
White Male ◽  
Literacy Teachers ◽  
Teaching Experiences ◽  
Culturally Responsive Practices ◽  
Specific Teaching ◽  
American Teacher

This case study tells the story of Geneva Wilson, an African American teacher of British literature. The study positions the entirely White male curriculum and Geneva’s Black female body as texts that embody oppositional dominant and nondominant Discourses. Findings reveal a contentious relationship between the categorical canonicity Geneva experienced, and was required to teach, and her body. Intertextual frictions complicated the culturally responsive practices she felt efficacious in actualizing. Geneva mitigated Discoursal incongruences by performing a secondary dominant Discourse and designing subversively culturally responsive experiences for her students. The study highlights the need to nuance and particularize the effects of canonicity and to situate investigations of White male curricula relative to literacy teachers’ storied existences and contextually specific teaching experiences.

Roll of Thunder, Hear My Cry

2020 ◽  
pp. 78-111
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
Culturally Responsive ◽  
The United States ◽  
Educational Institutions ◽  
Failing Schools ◽  
Culturally Responsive Practices ◽  
American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

Roll of Thunder, Hear My Cry

2021 ◽  
pp. 781-806
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
Culturally Responsive ◽  
The United States ◽  
Educational Institutions ◽  
Failing Schools ◽  
Culturally Responsive Practices ◽  
American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

Roll of Thunder, Hear My Cry

2021 ◽  
pp. 75-99
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
Culturally Responsive ◽  
The United States ◽  
Educational Institutions ◽  
Failing Schools ◽  
Culturally Responsive Practices ◽  
American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

Teacher Candidates in International Contexts

2017 ◽  
pp. 295-321 ◽  
Author(s):  
S. Michael Putman
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Field Experiences ◽  
Colleges Of Education ◽  
Teaching Experiences ◽  
Culturally Responsive Practices ◽  
International Teaching

Colleges of education are under pressure to produce globally competent teachers. Within this context, there has been increasing support for participation in international field experiences. This chapter presents findings associated with a study abroad experience on preservice teachers' cultural awareness and efficacy for culturally responsive practices. Implications will address the development of understanding of the various issues that surround international teaching experiences for preservice candidates.

Equity and Inclusion in Today's Diverse and Inclusive 21st Century Classroom

2020 ◽  
pp. 891-905
Author(s):  
Tiece Ruffin
Keyword(s):  
African American ◽  
21St Century ◽  
Culturally Responsive ◽  
Student Perception ◽  
Teacher Educator ◽  
Teacher Resistance ◽  
Predominately White ◽  
21St Century Classroom ◽  
White Institution ◽  
American Teacher

This chapter shares the odyssey of one African-American teacher educator at a predominately white institution in a diverse learner's course fostering culturally responsive pre-service teachers with the tools to provide culturally responsive instruction for today's diverse and inclusive 21st century classroom. Early on in this journey, the instructor found that resistance, fear, and anxiety often ruled student perception of diverse learners in the inclusive classroom. Therefore, through action research the African-American teacher educator collected data, and subsequently planned, implemented, and monitored various actions designed to lessen pre-service teacher resistance, anxiety, and fear of student diversities in the classroom while fostering culturally responsive teachers for the diverse and inclusive 21st century classroom. Ultimately, these experiences mitigated the fears and concerns of preservice teachers around the enormity of diversities in the classroom and equipped them with tools for success.

Culturally Responsive Cognitive Behavioral Therapy

2016 ◽  
Vol 15 (6) ◽  
pp. 427-442 ◽  
Author(s):  
Julia C. Zigarelli ◽  
Janine M. Jones ◽  
Cinthia I. Palomino ◽  
Reiko Kawamura
Keyword(s):  
African American ◽  
Cognitive Behavioral Therapy ◽  
Cultural Values ◽  
Culturally Responsive ◽  
Behavioral Therapy ◽  
Cultural Factors ◽  
Cognitive Behavioral ◽  
Evidence Based ◽  
Evidence Based Treatment

This case study provides an analysis of culturally responsive cognitive behavioral therapy with a 15-year-old African American female. The focus of this case study is on the course of treatment and how it was influenced by the implementation of the Jones Intentional Multicultural Interview Schedule (JIMIS)—a process that was completed at the beginning of treatment. A total of 20 therapy sessions were recorded and transcribed for the analysis. The research team analyzed the data qualitatively by identifying culturally salient codes that were stated within each session and coding transcripts using Dedoose software version 6.1.18. Results showed that four culturally salient codes were prominent throughout treatment and that these codes were strongly related to African American culture: gender norms, informal kinship, socioeconomic status, and race/ethnicity. The connections between the coded themes, the cultural values of the client, as well as the implications for treatment outcomes are described. This study provides evidence of the value of initiating discussion of cultural factors at the beginning of treatment to shape the direction of evidence-based treatment. The study also suggests that integrating cultural factors with African American clients is important and does not reduce the quality of care or diminish from the fidelity of the evidence-based treatment. Based on these findings, recommendations for researchers and clinicians are also discussed.

Culturally Responsive Practices

2021 ◽  
pp. 599-616
Author(s):  
Tricia Crosby-Cooper ◽  
Natasha Ferrell
Keyword(s):  
Mental Health ◽  
African American ◽  
Culturally Responsive ◽  
African American Youth ◽  
Positive Mental Health ◽  
Culturally Responsive Practices ◽  
Behavioral Expectations ◽  
Mental Health Difficulties ◽  
The Impact ◽  
Support Students

Achieving positive mental health is a worthy desire as positive mental health leads to better success in all aspects of life. Unfortunately, for some youth, achieving positive mental health is a struggle. African Americans demonstrate mental health difficulties approximately 20% more than their White counterparts. To address mental health concerns, schools have increasingly implemented multi-tiered supports to better identify and support students. Unfortunately, interventions implemented in schools have largely ignored the impact that race, culture, and behavioral expectations have on the mental health of African American youth. African American youth exhibit symptoms and behaviors of mental health similar to youth of other cultures and races, yet they experience lower levels of mental health services. To help African American youth experiencing mental health difficulties, stakeholders must implement culturally responsive, evidence-based interventions.

Culturally Responsive Practices

2021 ◽  
pp. 727-744
Author(s):  
Tricia Crosby-Cooper ◽  
Natasha Ferrell
Keyword(s):  
Mental Health ◽  
African American ◽  
Culturally Responsive ◽  
African American Youth ◽  
Positive Mental Health ◽  
Culturally Responsive Practices ◽  
Behavioral Expectations ◽  
Mental Health Difficulties ◽  
The Impact ◽  
Support Students

Achieving positive mental health is a worthy desire as positive mental health leads to better success in all aspects of life. Unfortunately, for some youth, achieving positive mental health is a struggle. African Americans demonstrate mental health difficulties approximately 20% more than their White counterparts. To address mental health concerns, schools have increasingly implemented multi-tiered supports to better identify and support students. Unfortunately, interventions implemented in schools have largely ignored the impact that race, culture, and behavioral expectations have on the mental health of African American youth. African American youth exhibit symptoms and behaviors of mental health similar to youth of other cultures and races, yet they experience lower levels of mental health services. To help African American youth experiencing mental health difficulties, stakeholders must implement culturally responsive, evidence-based interventions.

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