I Am Because We Are: (Re)membering Ubuntu in the Pedagogy of Black Women Teachers from Africa to America and Back Again

Autor/inn/en	Dillard, Cynthia B.; Neal, Amber
Titel	I Am Because We Are: (Re)membering Ubuntu in the Pedagogy of Black Women Teachers from Africa to America and Back Again
Quelle	In: Theory Into Practice, 59 (2020) 4, S.370-378 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2020.1773183
Schlagwörter	Culturally Relevant Education; African American History; African American Teachers; Cultural Awareness; Teaching Methods; Females; Women Faculty; African Culture; Foreign Countries; Faculty Development; Preservice Teacher Education; Blacks; Feminism; United States; Ghana; Tanzania + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Africa; Culture; Afrika; Kultur; Ausland; Lehramtsstudiengang; Lehrerausbildung; Black person; Schwarzer; Feminismus; USA; Tansania
Abstract	Given the clarion call for culturally relevant and sustaining practices, it is often assumed that Black women have a deep well of knowledge about Black history and culture to draw from. However, given that today's Black teachers were mostly educated post-integration, they were rarely afforded accurate representations and cultural knowledge of Black histories, heritages, and contributions in the US and the world. This education also did not include understanding their historical and spiritual connection to African people on the continent and throughout its diaspora. Given these historical and cultural omissions in their teacher education, we explore the question: What can be learned about Black women's pedagogical practices when we begin instead in Africa? Using the concept of Ubuntu, we explore what this shift in standpoint provides that is integral in commitments to (re)membering Africa in teacher education and the professional development for Black women teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01