Living in Two Worlds: My Voice as a Foreign-Born African American Teacher Educator

2010 ◽  
Vol 5 (1) ◽  
Author(s):  
Michelle J. McCollin
Keyword(s):  
African American ◽  
Teacher Educator ◽  
Foreign Born ◽  
American Teacher

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.

Introduction: Voices of Foreign-Born African American Teacher Educators

2010 ◽  
Vol 5 (1) ◽  
Author(s):  
Michelle J. McCollin ◽  
Patrick A. Grant ◽  
Gathogo Mukuria
Keyword(s):  
African American ◽  
Teacher Educators ◽  
Foreign Born ◽  
American Teacher

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

2016 ◽  
pp. 269-283
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.

Determination and Persistence: Building the African American Teacher Corps through Summer and Intermittent Teaching, 1860s-1890s

2021 ◽  
Vol 61 (1) ◽  
pp. 4-34
Author(s):  
Michael Fultz
Keyword(s):  
Young Adults ◽  
African American ◽  
Teaching Practices ◽  
African American Youth ◽  
Racial Uplift ◽  
Family Resources ◽  
Student Activities ◽  
American Students ◽  
Youth And Young Adults ◽  
American Teacher

This paper explores trends in summer and intermittent teaching practices among African American students in the post-Civil War South, focusing on student activities in the field, the institutions they attended, and the communities they served. Transitioning out of the restrictions and impoverishment of slavery while simultaneously seeking to support themselves and others was an arduous and tenuous process. How could African American youth and young adults obtain the advanced education they sought while sustaining themselves in the process? Individual and family resources were limited for most, while ambitions, both personal and racial, loomed large. Teaching, widely recognized as a means to racial uplift, was the future occupation of choice for many of these students.

Rethinking Racial, Ethnoracial, and Imperial Categories: Key Concepts in Comparative Race Studies in the History of Education

2020 ◽  
Vol 60 (4) ◽  
pp. 657-669
Author(s):  
Kim Cary Warren
Keyword(s):  
African American ◽  
Native American ◽  
Cultural Practices ◽  
Educational Leaders ◽  
White Americans ◽  
Equal Rights ◽  
History Of ◽  
Native American Tribes ◽  
American Teacher ◽  
American Educator

While researching racially segregated education, I came across speeches delivered in the 1940s by two educational leaders—one a black man and the other a Native American man. G. B. Buster, a longtime African American teacher, implored his African American listeners to work with white Americans on enforcing equal rights for all. A few years before Buster delivered his speech, Henry Roe Cloud (Winnebago), a Native American educator, was more critical of white Americans, specifically the federal government, which he blamed for destroying American Indian cultures. At the same time, Roe Cloud praised more recent federal efforts to preserve cultural practices, study traditions before they completely disappeared, and encourage self-government among Native American tribes.

De Facto Desegregation in the Urban North: Voices of African American Teachers and Principals on Employment, Students, and Community in Columbus, Ohio, 1940 to 1980

2017 ◽  
Vol 54 (10) ◽  
pp. 1403-1430 ◽  
Author(s):  
Adah Ward Randolph ◽  
Dwan V. Robinson
Keyword(s):  
African American ◽  
Historical Development ◽  
Board Of Education ◽  
African American Children ◽  
Black Educators ◽  
Black Leadership ◽  
African American Teachers ◽  
Before And After ◽  
American Teacher ◽  
American Children

This research explores the historical development of African American teacher and principal hiring and placement in Columbus, Ohio, from 1940 to 1980. In 1909, the Columbus Board of Education established Champion Avenue School creating a de facto segregated school to educate the majority of African American children and to employ Black educators. Over the next 50 years, Columbus created a de facto system of education where Black educators were hired and placed exclusively. This research illuminates how an unintended detriment such as de facto segregation actually developed Black leadership, and strengthened and empowered the community before and after Brown.

Neither Here nor There? How the New Geography of Ethnic Minority Entrepreneurship Disadvantages African Americans

2018 ◽  
Vol 66 (3) ◽  
pp. 373-391 ◽  
Author(s):  
Mahesh Somashekhar
Keyword(s):  
Economic Development ◽  
African American ◽  
African Americans ◽  
Ethnic Minority ◽  
Social Stratification ◽  
Foreign Born ◽  
Long Distance ◽  
Network Analyses ◽  
Geographically Dispersed ◽  
New Geography

AbstractRecent research shows that the foreign born utilize both local and long-distance social relationships to become entrepreneurs, affecting immigrants’ chances at upward mobility and their contributions to economic development. Scholars have yet to assess how African American entrepreneurs take part in similar types of geographically dispersed business communities. Using multi-level social network analyses and OLS regressions to compare the geography of buyer-supplier ties originating from one immigrant neighborhood and one African American neighborhood in Chicago, this article highlights a unique mechanism that places African Americans at a disadvantage compared to immigrants: a lack of geographic diversity in African American social capital. Immigrant entrepreneurs’ social networks, unlike African Americans’ networks, connect the foreign born to more people in different places, enabling them to circumvent the limitations of their local communities and accrue more business assets. Contrary to existing research, many foreign-born business owners in this study relied on intra-national rather than local or transnational social ties. These findings challenge researchers to reevaluate the geographic foundations of immigrant and African American entrepreneurship and reexamine how ethnic minority entrepreneurship affects patterns of social stratification and economic development.

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