Individual Presentation or Panel Title

The Epistemological Transfer: African American Teachers on Teaching

Abstract

This project is a collaborative applied learning project with three doctoral students in Educational Leadership, one master’s student in Instructional Technology, and a faculty member at the University of North Carolina Wilmington. Students are interviewing African American teachers in three groups: (1) Teachers who taught only in segregated schools for African Americans, (2) Teachers who taught in segregated for African Americans and de-segregated schools, and (3) Teachers who only taught in de-segregated schools. We will analyze the data using thematic narrative analysis methods (Riessman, 2008). Using these methods, we hope to extend the research already done on African American teachers, continue the dialogue about their pedagogical and curricular practices, and use this research to inform policy makers. Ultimately, our key question is: How have the pedagogies of Black teachers remained constant and/or changed over time?

Presentation Description

This presentation will examine the pedagogies of African American teachers in the south with particular attention to the ways they came to know their content, themselves, and the socio-political times in which they taught. Though many scholars have made important contributions to the dialogue about Black teachers and their pedagogies (Fairclough, 2007, Foster, 1990 & 1998, Frazier, 1957; Kelly, 2010), we want to extend this dialogue by analyzing the evolution of teaching for African American teachers.

Keywords

African American teachers, Black teachers

Location

Oglethorpe

Publication Type and Release Option

Presentation (Open Access)

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Jun 10th, 5:15 PM Jun 10th, 6:30 PM

The Epistemological Transfer: African American Teachers on Teaching

Oglethorpe

This project is a collaborative applied learning project with three doctoral students in Educational Leadership, one master’s student in Instructional Technology, and a faculty member at the University of North Carolina Wilmington. Students are interviewing African American teachers in three groups: (1) Teachers who taught only in segregated schools for African Americans, (2) Teachers who taught in segregated for African Americans and de-segregated schools, and (3) Teachers who only taught in de-segregated schools. We will analyze the data using thematic narrative analysis methods (Riessman, 2008). Using these methods, we hope to extend the research already done on African American teachers, continue the dialogue about their pedagogical and curricular practices, and use this research to inform policy makers. Ultimately, our key question is: How have the pedagogies of Black teachers remained constant and/or changed over time?