The Marathon Continues: Black Faculty Awakened & Inspired by Neighborhood Nip to Redesign Community-Engaged Teacher Education Courses

Autor/inn/en	Porcher, Kisha; Bertrand, Shamaine
Titel	The Marathon Continues: Black Faculty Awakened & Inspired by Neighborhood Nip to Redesign Community-Engaged Teacher Education Courses
Quelle	In: Equity & Excellence in Education, 56 (2023) 3, S.352-371 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Porcher, Kisha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2023.2236115
Schlagwörter	Preservice Teachers; African American Teachers; Teacher Education Programs; Teacher Educators; Professional Identity; Self Concept; African American Culture; Culturally Relevant Education; Biographies; Personal Narratives; Social Justice; Curriculum Design; Racism; Attitude Change; Service Learning + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Selbstkonzept; Biography; Biografie; Biographie; Erlebniserzählung; Soziale Gerechtigkeit; Lehrplangestaltung; Rassismus; Attitudinal change; Einstellungsänderung; Service-Learning
Abstract	The purpose of this conceptual article is to illustrate how our awakening after Nipsey Hussle's death, our visit to his memorial, his music and life, and our lived experiences influenced a redesign of our community-engaged courses. We realized we had bought into respectability politics and prioritized making our white colleagues and preservice teachers comfortable, leaving behind our hoods. Experiencing the outpouring of love for his work and life made us realize that we didn't have to let go of our hoods to be a part of academia. Through a Self-Study in Teacher Education, a type of practitioner inquiry undertaken by teacher educators, we shared our stories growing up in our hoods, explored our Hip-Hop identities, and the awakening we experienced to redesign and inform our community-engaged curricular decisions. This article is a "Blackprint". It's an offering to teacher educators to explore and interrogate their identities and personal experiences as a springboard to centering Blackness in their courses. It stems from our childhoods in the hood, our careers as scholars, and the call to action inspired by Nipsey's death. This is a call to elevate the hood in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01