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ERIC Number: ED549336
Record Type: Non-Journal
Publication Date: 2011
Pages: 118
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-0688-0
Guess Who's Coming to Class? Examining the Pedagogy of a Black Male Teacher Educator
Carroll, Jonathan Andrew
ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles
African American males are failing to graduate high school and attend college at an alarming rate. There are a number of explanations for this disturbing pattern of inequity including excessive placement into Special Education programs, underrepresentation in gifted and advanced placement programs, subjective use of discipline policies, and classroom cultures and practices disconnected from the lives of African American males in particular (Schott Foundation, 2006, Talbert-Johnson, 2004). One avenue for addressing the issue of why African American males have been unsuccessful navigating the schooling process is through the development of teacher-student relationships, relationships that foster productive racial identity orientations. Teacher education programs must therefore help preservice candidates develop the skills and identity attitudes to build healthy relationships with Black male students so that there are greater opportunities for them to engage the material. Teacher educators can influence how teachers see themselves, the way they understand the structure of schooling, and the pedagogy they employ with their students. Teacher educators help shape the teaching identity of their students, the future teachers of African American males, in ways that can influence how they regard and interact with their students. We must therefore begin to understand the kind of impact Black Male Teacher Educators (BMTEs) can have on their preservice teachers BMTEs embody and personify a high level of racial identity development that can potentially affect the way teacher candidates see themselves in relation to their African American students; how they conceive of, understand the histories of, and potentially develop relationships with their Black male students. I followed one BMTE as he conducted a ten-week social foundations and cultural diversity course for preservice teachers. Data was collected on the way that he designed the course, structured activities to engage students, interacted with the class, and reflected on the way that the course proceeded. Interviews of the BMTE and student focus groups were used to triangulate what I saw during class sessions as a participant-observer. I found that the BMTE strategically used personal narratives to help students engage in conversations about inequality. He also used a number of pedagogical choices that enhanced his relationship with students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A