ERIC Number: EJ1206088
Record Type: Journal
Publication Date: 2019-Mar
Abstractor: As Provided
Interpreting Black History: Toward a Black History Framework for Teacher Education
King, LaGarrett J.
Urban Education, v54 n3 p368-396 Mar 2019
I argue in this article that a close examination of preservice teachers' Black history knowledge is needed to possibly improve curricular and instructional approaches of Black education. Seven preservice teachers were studied and asked to write Black history narratives to ascertain how they interpreted Black history. I analyzed these responses through a Black history framework that combined aspects of diaspora literacy, historical consciousness, and Black Critical race theory. Findings indicate preservice teachers held both critical and noncritical Black history knowledge. Implications are given to teacher educators to find out how to effectively gauge Black history as a heuristic for diversity education.
Descriptors: African Americans, Preservice Teachers, Preservice Teacher Education, Race, Critical Theory, Social Studies, Urban Education, African American History, African American Education
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Publication Type: Journal Articles; Reports - Evaluative; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A