Educational Cultural Negotiators for Students of Color: A Descriptive Study of Racial Advocacy Leaders

Autor/inn/en	Warren Grice, April; Parker, Laurence
Titel	Educational Cultural Negotiators for Students of Color: A Descriptive Study of Racial Advocacy Leaders
Quelle	In: Race, Ethnicity and Education, 21 (2018) 1, S.45-62 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2017.1294565
Schlagwörter	Advocacy; After School Programs; African American Students; Hispanic American Students; Teacher Role; Administrator Role; Student Role; Graduate Students; Partnerships in Education; School Community Programs; Racial Attitudes; Racial Relations; Critical Theory; Race; Social Justice; High Schools; Qualitative Research; Interviews; Focus Groups; Meetings; Facilitators (Individuals); Academic Achievement; Conflict; Trust (Psychology); Caring; Intervention + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Lehrerrolle; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulpartnerschaft; Rassenfrage; Kritische Theorie; Rasse; Abstammung; Soziale Gerechtigkeit; High school; Oberschule; Qualitative Forschung; Interviewing; Interviewtechnik; Meeting; Tagung; Schulleistung; Konflikt; Care; Pflege; Sorge; Betreuung
Abstract	The research presented in this study focuses on Educational Cultural Negotiators (ECNs). The participants were teachers, administrators, and graduate students in an after-school program in the Midwest and a community-based school/university partnership in the Western U.S. We posit that the roles of the ECNs function as advocacy leaders to invoke racial affirmation, and academic intervention on behalf of African-American and Latina/o students at these school sites. Relying on critical race theory as the methodological analysis of the findings, this study seeks to identify the role of the ECNs as advocates for students in these settings to promote their academic and personal growth and success. This work illustrates how these particular educational leaders provide academic direction and challenge racial neglect and color-blindness within the public school system. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01