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Teaching African American youth: Learning from the lives of three African American social studies teachers.

机译:教非洲裔美国青年:从三位非洲裔美国社会研究老师的生活中学习。

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摘要

This study examines the life histories of three African American social studies teachers, focusing on the evolution and changes in their identities, perspectives, and attitudes related to their profession and instructional practice. In addition, the study addresses the significance of the teachers' racialized experiences as African Americans and how these experiences influence their use of culturally relevant pedagogy and other culturally responsive instructional strategies to teach their African American students. In the context of this study of three African American social studies teachers, critical race theory is used to acknowledge the teachers' life experiences with racism and the ways in which the teachers combat and address racism and oppressive mainstream educational ideologies, by sharing their counter-stories of experience in educational scholarship and their daily classroom teaching.;A life history methodological approach was used to collect and interpret meaning from the narrative life stories of the three African American social studies teachers. The themes that emerge from the teachers' life stories focus on the teachers' beliefs and practices of culturally relevant pedagogy; the teachers' beliefs and practices of African-centered pedagogy; and the teachers' emancipatory teaching regarding racism in society and education. The results of this study have implications for the practice and research of African American teachers' philosophies and pedagogies; practice and research of culturally relevant teaching in social studies; and social studies teacher education.
机译:这项研究考察了三位非裔美国人社会研究教师的生活历史,重点研究了与他们的职业和教学实践有关的身份,观点和态度的演变和变化。此外,该研究还探讨了教师作为非裔美国人的种族化经历的重要性,以及这些经历如何影响他们对文化相关的教学法的使用以及其他对文化有响应的教学策略对非裔美国人的教学。在对三位非裔美国人社会研究教师的研究中,批判种族理论被用于通过分享他们的反对意见来承认教师在种族主义方面的生活经历以及教师与种族主义和压迫性主流教育意识形态作斗争和应对的方式。教育奖学金及其日常课堂教学的经验故事。;采用生活史方法论方法,从三位非裔美国人社会研究老师的叙述性生活故事中收集和解释意义。教师生活故事中出现的主题集中在教师对与文化相关的教学法的信念和实践上;教师对以非洲为中心的教学法的信念和做法;以及有关社会和教育中种族主义的教师解放教学。这项研究的结果对非洲裔美国教师的哲学和教学方法的实践和研究具有重要意义。社会研究中与文化相关的教学的实践和研究;和社会研究教师教育。

著录项

  • 作者

    McBride, Chantee Earl.;

  • 作者单位

    University of Pittsburgh.;

  • 授予单位 University of Pittsburgh.;
  • 学科 African American Studies.;Education Social Sciences.;Education Administration.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 178 p.
  • 总页数 178
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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