The Use of Educational Documentary in Urban Teacher Education: A Case Study of "Beyond the Bricks"

Autor/in	Sealey-Ruiz, Yolanda
Titel	The Use of Educational Documentary in Urban Teacher Education: A Case Study of "Beyond the Bricks"
Quelle	In: Journal of Negro Education, 80 (2011) 3, S.310-324 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	African American Students; Urban Schools; Academic Achievement; Males; Documentaries; Instructional Films; Teaching Methods; African American Teachers; Teacher Education Programs; Case Studies; Critical Theory; Ethnic Diversity; Didacticism; Focus Groups; Popular Culture; Critical Viewing; California; Louisiana; New York + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Male; Männliches Geschlecht; Documentary film; Documentary films; Dokumentarfilm; Lehrfilm; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Kritische Theorie; Didaktisierung; Popkultur; Fernsehkritik; Kalifornien
Abstract	This article draws from a qualitative case study of 22 teachers of African American males who participated in a screening event of the documentary Beyond the Bricks as part of a community engagement project in three cities: New Orleans, New York, and Oakland Through the lenses of critical race theory and the Matrix Achievement Paradigms typology, this article highlights three major themes connected to teaching Black male students: (a) recognizing and removing the blind spot, (b) resisting the normalization of failure, and (c) fulfilling the need for (practicing) culturally responsive educators, This article seeks to contribute to the scholarly discussion on the use of film in urban teacher education, and puts forth Beyond the Bricks as a critical, solutions-oriented discussion tool that offers concrete ideas about what Black males need to achieve social and academic success in America's schools. (Contains 1 table.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10