Accepting Responsibility: Black Teacher-Coaches in the Third Pedagogical Space
Location
Session 4 Presentations - Educators & Race
Proposal Track
Research Project
Session Format
Presentation
Abstract
Teaching and coaching have many characteristics that merge and represent important pedagogical efforts that play crucial roles in positively influencing youth’s experiences in school and sport. For example, good coaching requires reflecting on strategy and performance, thus seeking ways to improve, and good teachers do the same as this cycle is referred to as praxis. Included with praxis is the responsibility to establish relationships, mentor, teach life skills, and bridge the gap between communities and schools. What's missing and should be included in contemporary research is the contextualization of teacher-coaches’ identities, which includes: race, experience, and responsibility to give back to their communities.
Though recent studies on teacher-coaches offer a wealth of knowledge, the problem is the dismissal of race (particularly of Black teacher-coaches in K-12 Schools). Centering Black teacher-coaches, the merger of academic teaching and athletic coaching allows researchers to think deeply about its existence in the ‘pedagogical third space’. This intersection of new knowledge and discourse blends traditional school literacies with students’ and teachers’ lived experiences. The third space, founded in sociocultural and critical perspectives, includes cultural, linguistic, and embodied experiences– making teaching and learning conscious, purposeful, and less disconnected for students of color. This proposed session will cover how Black teacher-coaches are, and always have been, accepting educational responsibility by using athletic sensibilities to inform academic teaching in the third space.
Keywords
Teacher-Coach, Third Pedagogical Space, Experiences
Professional Bio
Alex Chisholm is a PhD. candidate in the Educational Theory and Practice Department in the College of Education at the University of Georgia. His studies focus on Black teacher-coaches and social studies education in K-12 Schools.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Chisholm, Alex, "Accepting Responsibility: Black Teacher-Coaches in the Third Pedagogical Space" (2021). Georgia Educational Research Association Conference. 80.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/80
Accepting Responsibility: Black Teacher-Coaches in the Third Pedagogical Space
Session 4 Presentations - Educators & Race
Teaching and coaching have many characteristics that merge and represent important pedagogical efforts that play crucial roles in positively influencing youth’s experiences in school and sport. For example, good coaching requires reflecting on strategy and performance, thus seeking ways to improve, and good teachers do the same as this cycle is referred to as praxis. Included with praxis is the responsibility to establish relationships, mentor, teach life skills, and bridge the gap between communities and schools. What's missing and should be included in contemporary research is the contextualization of teacher-coaches’ identities, which includes: race, experience, and responsibility to give back to their communities.
Though recent studies on teacher-coaches offer a wealth of knowledge, the problem is the dismissal of race (particularly of Black teacher-coaches in K-12 Schools). Centering Black teacher-coaches, the merger of academic teaching and athletic coaching allows researchers to think deeply about its existence in the ‘pedagogical third space’. This intersection of new knowledge and discourse blends traditional school literacies with students’ and teachers’ lived experiences. The third space, founded in sociocultural and critical perspectives, includes cultural, linguistic, and embodied experiences– making teaching and learning conscious, purposeful, and less disconnected for students of color. This proposed session will cover how Black teacher-coaches are, and always have been, accepting educational responsibility by using athletic sensibilities to inform academic teaching in the third space.
