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首页> 外文学位 >Teaching from the inside out: Teaching practices and lived experiences of African American women teachers who taught in the segregated South.
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Teaching from the inside out: Teaching practices and lived experiences of African American women teachers who taught in the segregated South.

机译：从内而外的教学：在偏远的南部教书的非洲裔美国女教师的教学实践和生活经验。

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摘要

The purpose of this study is to understand the practice of teaching and ultimately to clarify the unknown quality of culturally specific teaching by examining the practices of teachers who taught in the racially segregated South. Employing life history methodology, the research chronicles the teaching lives of five African American women who were successful in teaching African American students.; Life history methodology requires that lives be understood within a cultural and historical context. This study reports a rich description of how the teaching practices of five African American women teachers were responsive to a particular period of time of American history when segregation was the law. Using the "three-C" framework of Afrocentric scholar Wade Nobles (1992), I explore how the context (location) influenced who these teachers were (culture) and how they taught (content).; The second lens I used for understanding these teachers' practices is the Afrocentric feminist epistemology described by Patricia Hill Collins (1991), paying particular attention to three dimensions of Afrocentric feminist epistemology that embrace specific ways of knowing: concrete experience as the criterion for knowing, emphasis on caring, and emphasis on personal accountability.; My findings establish that these teachers developed a strong set of selfless moral values and beliefs as well as committed teaching practices. They wanted to make sure that their students' wills to succeed would survive against the odds. To them, education was the key to a better future. Because of this, these teachers had high expectations of their students. Their teaching practices focused on nurturing the students' intellects with a balanced approach of strictness and caring. The five teachers spoke of their experiences of teaching students with the same dedication and love. They cared about their students, and by shaping them to become self-reliant individuals, these teachers gave back to the black community.; I close with an analysis of how differences between my teachers' context of segregation and today's teachers' context of integration affect teaching practices, and I make recommendations for ways in which today's teachers can create practices that capture the spirit of what was most effective in my teachers' approach to teaching.
机译：这项研究的目的是了解教学实践，并通过考察在种族隔离的南方进行教学的教师的实践，最终阐明文化特定教学的未知质量。该研究采用生活史方法，记载了成功教给非洲裔美国学生的五名非洲裔美国妇女的教学生活。生活史方法论要求在文化和历史背景下理解生活。这项研究报告详细描述了五位非洲裔美国女教师的教学实践如何在种族隔离成为法律的情况下对美国历史的特定时期做出反应。使用非洲中心学者韦德·诺布尔斯（Wade Nobles）（1992）的“三C”框架，我探索了情境（位置）如何影响这些老师的身份（文化）和他们的教学方式（内容）。我用来理解这些老师的做法的第二个视角是帕特里夏·希尔·柯林斯（Patricia Hill Collins，1991）描述的以非洲为中心的女权主义认识论，特别关注了以非洲为中心的女权主义认识论的三个维度，这些维度包含了特定的认识方式：以具体经验作为认识的标准强调关怀，并强调个人责任。我的发现表明，这些教师发展出一套强大的无私道德价值观和信念以及坚定的教学实践。他们想确保学生的成功意愿能在困难中幸存下来。对他们而言，教育是实现更美好未来的关键。因此，这些老师对学生有很高的期望。他们的教学实践侧重于以严格和关怀的平衡方式来培养学生的智力。五位老师谈到了他们用同样的奉献精神和爱心教学生的经历。他们关心学生，并通过使他们成为自力更生的个人，这些老师回馈黑人社区。最后，我分析了我的教师隔离的环境和今天的教师融合的环境之间的差异如何影响教学实践，并就当今的教师如何创建能够体现我最有效的精神的实践提出了建议。教师的教学方法。

著录项

  • 作者

    Cherry, Angela Gaye.;

  • 作者单位

    California Institute of Integral Studies.;

  • 授予单位 California Institute of Integral Studies.;
  • 学科 Education History of.; History Black.; Education Bilingual and Multicultural.; Womens Studies.; Biography.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 213 p.
  • 总页数 213
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;非洲史;社会学;传记;
  • 关键词

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