Don't Talk about It, Be about It: Centering Blackness in a Grammar and Language English Education Course

Autor/in	Porcher, Kisha
Titel	Don't Talk about It, Be about It: Centering Blackness in a Grammar and Language English Education Course
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 21 (2021) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Grammar; COVID-19; Pandemics; African American Students; Black Dialects; Racial Bias; Teacher Education; Educational Change; Distance Education; Blended Learning; Teaching Methods; Course Content; English Instruction; Language Usage; Instructional Design; Course Descriptions; Critical Theory; Social Change; Standard Spoken Usage; Teacher Educators; Teacher Attitudes; Language Attitudes; Preservice Teachers; English Teachers; College Faculty + Suchen Sie Ihr Suchwort? Grammatik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Lehrerausbildung; Lehrerbildung; Bildungsreform; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; English langauage lessons; Englischunterricht; Sprachgebrauch; Lesson concept; Lessonplan; Unterrichtsentwurf; Kursstrukturplan; Kritische Theorie; Sozialer Wandel; Gesprochene Sprache; Umgangssprache; Teacher education; Education; Lehrerverhalten; Sprachverhalten; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Fakultät
Abstract	At the start of the pandemic, a lot of talk occurred about reimagining education, especially since the inception of schooling in America is not built for Black children. Research has examined the violence against Black children in schools, not to mention the double pandemic that they are experiencing with COVID-19 and the country's history of racism. As a Black scholar-practitioner, this author was hopeful for the future of education and teacher education. As the school year approached, however, and universities made a decision about virtual, hybrid, or in-person teaching and learning, the author noticed that the content or pedagogical practices had not changed or been reimagined, especially in English Education teacher preparation programs. As an effort to shift from talking about reimagining to action, the author utilized the framework of being, learning and teaching, and technology as a pedagogical tool to center Blackness in redesigning the course, English Language: Grammar and Usage, that did not enact linguistic violence or center white Mainstream English (Baker-Bell, 2020). (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01