We Been Relevant: Culturally Relevant Pedagogy and Black Women Teachers in Segregated Schools

Autor/inn/en	James-Gallaway, ArCasia D.; Harris, Tiffany
Titel	We Been Relevant: Culturally Relevant Pedagogy and Black Women Teachers in Segregated Schools
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 57 (2021) 2, S.124-141 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (James-Gallaway, ArCasia D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2021.1878179
Schlagwörter	Culturally Relevant Education; African American Teachers; Women Faculty; School Segregation; Racial Bias; Racial Discrimination; United States History; African American History; Educational History; Minority Group Students; Geographic Regions; Success; African American Students; Cultural Awareness; Cultural Maintenance; Consciousness Raising + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Frauenakademie; Weibliche Gelehrte; Racial discrimination; Rassismus; Racial bias; History of education; Bildungsgeschichte; Erfolg; Student; Students; Schüler; Schülerin; Studentin; Cultural identity; Kulturelle Identität; Bewusstseinsbildung
Abstract	This paper considers how the practice of culturally relevant pedagogy may have predated the theory's coinage. Using scholarly accounts of Black women teachers in de jure segregated Black schools in the Jim Crow South, the authors suggest that these educators engaged a critical, politically and culturally informed pedagogy; their praxis built on and affirmed their students' cultural, racial, and political knowledge, worldviews, and assets. Despite the white supremacist regime of antiBlack terrorism that hampered many material aspects of Black segregated schools, this paper documents intangible dimensions that partly defined during the Jim Crow era the tradition of "African American pedagogical excellence." Demonstrating pedagogical alignment across each of the theory's three propositions, we use scholarly examples to indicate how in de jure segregated Black schools, Black women teachers' praxis reflected culturally relevant pedagogy before the label was introduced to the education research community. Highlighting what Black women teachers' historic labor offers the current educational landscape, this paper's implications call for education researchers to excavate this rich site of knowledge to inform and enhance the current education of students of Color broadly and Black students specifically. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01