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)
Recommended Citation
Roseboro, Donyell L.; Snyder, Katie M.; Alford, Shannon K.; and Stripling, Steph M., "The Epistemological Transfer: African American Teachers on Teaching" (2016). Curriculum Studies Summer Collaborative. 49.
https://digitalcommons.georgiasouthern.edu/cssc/2016/2016/49
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?
