Do No Harm: Strategies for Culturally Relevant Caring in Middle Level Classrooms from the Community Experiences and Life Histories of Black Middle Level Teachers

Autor/in	Williams, Toni Milton
Titel	Do No Harm: Strategies for Culturally Relevant Caring in Middle Level Classrooms from the Community Experiences and Life Histories of Black Middle Level Teachers
Quelle	In: RMLE Online: Research in Middle Level Education, 41 (2018) 6, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
DOI	10.1080/19404476.2018.1460232
Schlagwörter	Cultural Awareness; Middle School Teachers; Culturally Relevant Education; Qualitative Research; Caring; Females; African American Teachers; Teacher Student Relationship; Middle School Students; Role Models; Stereotypes; Religion; Beliefs; Educational Practices; Teacher Expectations of Students + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Care; Pflege; Sorge; Betreuung; Weibliches Geschlecht; African Americans; Afroamerikaner; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Schüler; Schülerin; Identifikationsfigur; Klischee; Belief; Glaube; Bildungspraxis
Abstract	This qualitative study focused on the life histories of four female African-American middle level teachers. The findings illuminate how culturally responsive caring can and should be foundational to successful teaching that does not discriminate but instead uplifts every student and assures them that teachers will seek to know, understand, teach, and not degrade them. Elements of this caring framework include serving as students' otherparents or fictive kin, taking time to know students without judgment, appreciating the knowledge in students' communities, believing in students' brilliance and holding them accountable in warm yet demanding ways, teaching racial history and teaching students to speak back to negative profiles that define them, and never sugarcoating injustices but teaching for success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01