ERIC Number: EJ1120104
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Band-Aids Don't Fix Bullet Holes. A Response to "We Were There Too: Learning from Black Male Teachers in Mississippi about Successful Teaching of Black Students"
Jackson, Melinda; Green, Dari; Martin, Lori Latrice; Fasching-Varner, Kenneth J.
Democracy & Education, v24 n2 Article 14 2016
Hayes, Juarez, and Escoffery-Runnels (2014) analyzed the educational philosophies and pedagogical practices of two educators to understand how personal and professional experiences individually and collectively influenced their approach to teaching. Using oral histories, they presented an argument of why culturally relevant and social justice-oriented teaching has historically been an effective tool in educating students of color, and why it is necessary for teacher preparation in today's so-called post-racial climate. We suggest that that the education system is merely a microcosm of society, and consequently, we must consider structures larger than individual best practices when discussing culturally relevant teaching. Bridges to benefits are networks of White privilege that flow between institutions, such as education, the economy, and the law, and that involve capitalizing on the misery of Blacks while simultaneously protecting White supremacy. We use the "bridges to benefits" concept to propose that scholars not focus solely on education but rather focus on how social institutions in general are created and designed such that they continually oppress and suppress Black and Brown Americans. We draw special attention to America's criminal justice system, labor, and housing market.
Descriptors: African American Teachers, African American Students, Culturally Relevant Education, Social Justice, Student Needs, Social Bias, Racial Bias, Whites, Minority Groups, At Risk Persons, Justice, Housing, Labor Market
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi
Grant or Contract Numbers: N/A