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ERIC Number: ED432520
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 13
Abstractor: N/A
Reference Count: N/A
"Politicized Mothering": Evidence of a Relational and Extended Self-Concept among Culturally Relevant Women Educators.
Beauboeuf, Tamara M.
An exploratory, interview-based qualitative study explored the self-concepts of culturally relevant women teachers. Few studies have taken an explicitly psychological approach toward understanding these teachers and their pedagogy. It was expected that this study would offer insight into how a particular pedagogy might be rooted in a specific psychological world view and not simply in an individual teacher's personal preferences or experiences. Data collection consisted of three rounds of individual life-history interviews with six African American women who taught in northeastern urban junior and high schools. "Purposeful sampling" was engaged in by locating potential participants from the African American members of the social justice, curriculum development, and teacher training organization, "Facing History and Ourselves." Teachers were mixed in age and teaching experience. Analysis employed the Listener's Guide (Brown and Gilligan, 1990), a feminist interpretive tool that approaches interviews as "texts" and directs the researcher to read the texts for the viewpoints or "voices" they contain. The teachers'"voices" did in fact describe aspects of both a relational and an extended or sociocentric self. In their portrayals of the self concepts from which their pedagogy emerged, the women recounted how they saw teaching as a personal and relationship-oriented, rather than strictly professional, activity. In particular, they likened teaching to "mothering" and strove to provide each child in their classrooms with intense care and attention. In addition, they demonstrated an extended self as they evaluated pedagogical decisions in terms of the political consequences for the children they taught. Contains 25 references. (BT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A