Location
Room 210
Proposal Track
Practice Report
Session Format
Presentation
Session Format
Presentation
Preferred Time
Friday morning
Abstract
The cases of Trayvon Martin, and Michael Brown garnered international attention to the plight of young Black men in the United States. While these young men’s’ lives were shortened in young adulthood, scholars and educators argue that stereotyping of young men of color begins when they enter the public school systems of the United States. According to Jacqueline Jordan Irvine “because the culture of black children is different and often misunderstood, ignored, or discounted, Black students are likely to experience cultural discontinuity in schools, particularly schools in which the majority or Eurocentric persons, control, administer, teach”(p.xix). Moreover, Irvine argues that Black students respond in ways that can be traced to African cultural norms, and this may lead Eurocentric teachers to dismiss or react negatively to Black students language patterns, inter-personal space, body movements, and learning styles, which may also influence the discipline choices and consequences for behavior made by Eurocentric teachers. Irvine’s argument becomes particularly salient when the Profile of Teachers in the U.S. (2011) notes, 85% of the current teaching force is white and female. These arguments support the need for teacher education programs to focus on culturally responsive classroom management pedagogy.
Keywords
classroom management, culturally responsive pedagogy
Recommended Citation
Kelly, Mary Elizabeth and McKinney, Barbara, "“I Hate You, and I Hate This School”: The Argument for Cultural Proficiency in Developing Culturally Responsive Classroom Management" (2015). Georgia Educational Research Association Conference. 27.
https://digitalcommons.georgiasouthern.edu/gera/2015/2015/27
PowerPoint Presentation
“I Hate You, and I Hate This School”: The Argument for Cultural Proficiency in Developing Culturally Responsive Classroom Management
Room 210
The cases of Trayvon Martin, and Michael Brown garnered international attention to the plight of young Black men in the United States. While these young men’s’ lives were shortened in young adulthood, scholars and educators argue that stereotyping of young men of color begins when they enter the public school systems of the United States. According to Jacqueline Jordan Irvine “because the culture of black children is different and often misunderstood, ignored, or discounted, Black students are likely to experience cultural discontinuity in schools, particularly schools in which the majority or Eurocentric persons, control, administer, teach”(p.xix). Moreover, Irvine argues that Black students respond in ways that can be traced to African cultural norms, and this may lead Eurocentric teachers to dismiss or react negatively to Black students language patterns, inter-personal space, body movements, and learning styles, which may also influence the discipline choices and consequences for behavior made by Eurocentric teachers. Irvine’s argument becomes particularly salient when the Profile of Teachers in the U.S. (2011) notes, 85% of the current teaching force is white and female. These arguments support the need for teacher education programs to focus on culturally responsive classroom management pedagogy.
