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首页> 外文期刊>The Urban Review >Black on Black Education: Personally Engaged Pedagogy for/by African American Pre-Service Teachers
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Black on Black Education: Personally Engaged Pedagogy for/by African American Pre-Service Teachers

机译：黑人与黑人教育：非裔美国职前教师亲自从事的教学法

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Public schools have increasing numbers of its teachers fitting into one demographic, white and female, while the numbers of African American teachers decrease (Ladson-Billings, Crossing over to Canaan: The Journey of New Teachers in Diverse Classrooms. San Francisco: Josey-Bass [2001]). Furthermore, African American collegiates who decide to enter teaching may face a chilly climate as a result of their cultural and educational experiences as they encounter devaluation in the classroom (Delpit, Other People's Children: Cultural Conflict in the Class room. New York: The New Press [1995]). As a result, African American pre-service teachers may question the validity of the formal curriculum presented in college as it conflicts with their perceptions of school, thereby, leaving teacher-educators largely responsible for the quality of life and subsequent devotion to profession of these students. Critical autoethnography, using fieldnotes/research journaling, and student memoirs all through a theoretical backdrop of critical race feminism provide a glimpse into the teaching and learning experiences and dilemmas of one African American female teacher educator utilizing what I call personally engaged pedagogy as a means of enhancing the quality of the learning experiences of her African American pre-service teachers.
机译：公立学校有越来越多的教师适合人口统计学，无论是白人还是女性，而非洲裔美国教师的数量却在减少（拉德森-比林斯，《穿越迦南：多元课堂上的新教师之旅》，旧金山：何塞-巴斯） [2001]）。此外，决定参加教学的非裔美国大学生由于在教室里贬值而遭受的文化和教育经历，可能会遇到寒冷的气候（Delpit，其他人的孩子：教室里的文化冲突。纽约：新按[1995]。结果，非裔美国人的职前教师可能会质疑大学中提出的正规课程的有效性，因为这与他们对学校的看法相抵触，从而使教师教育者应对生活质量和随后对这些职业的热爱负主要责任。学生们。批判性的人种志研究，使用田野笔记/研究日记，以及在批判性种族主义女权主义的理论背景下撰写的学生回忆录，可以窥见一位非洲裔美国女教师教育者的教学经验和困境，他们利用我所谓的个人教学法作为一种手段提高非裔美国职前教师学习经历的质量。

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