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ERIC Number: ED408395
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
I Teach You the Way I See Us: Concepts of Self and Teaching of African-American Women Teachers Committed to Social Justice.
Beauboeuf-Lafontant, Tamara
This paper reports findings from a qualitative study of the nature of teachers' connections with their African American students. It is based on three rounds of interviews with six African American women teachers who had used the social justice curriculum "Facing History and Ourselves." The teachers ranged in age from the mid-twenties to the mid-fifties, and had between 2 and 23 years of classroom teaching experience. All had taught in urban junior and senior high schools, and three were currently employed as teacher educators. The most striking aspect of their self-concepts as teachers was the way in which they brought maternal urgency to teaching. They compared teaching to parenting and saw themselves in a maternal role. They did not consider their gender a liability, but saw it as a touchstone for their insights as educators. Their pedagogy was also derived from their political attitudes and their recognition that there are relationships between schools and society that differentially structure the successes and failures of groups of children. The maternal interest the women had in their students and the political understandings they had of society were supported by their visions of moral justice and their beliefs that social justice is a matter of students coming to have the choice to determine and realize their potentials for themselves. In their pedagogy, these teachers did not distinguish among maternal, political, and moral aspects of teaching. Nor did they shy away from issues of race and gender in their lives or those of their students. (Contains 11 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A