Concepts of Democracy and Citizenship: Views of African American Teachers

Pang, Valerie Ooka; Gibson, Rich

doi:10.1080/00377990109604013

Cited by 46 publications

(19 citation statements)

References 2 publications

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“…As the data showed, participants were passionate about raising cultural awareness in the classroom. Pang and Gibson () asserted that Black teachers are inclined to incorporate sociocultural issues in their teaching assignments that have been historically marginalized or silenced in the classroom. Some teachers opt to have classroom discussions and lectures about civil rights leaders and their fight for equality, while other teachers believe that their presence alone interrupts a false notion of what Black people are and represent.…”

Section: Discussionmentioning

confidence: 99%

Black teachers of English in South Korea: Constructing identities as a native English speaker and English language teaching professional

Charles

2019

TESOL Journal

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1 Due to trade agreements, the South Korea English language teaching (E-2) visa law requirements for prospective English language teachers have expanded to include English language teaching "experts" from Singapore, Malaysia, Philippines, and India. However, the criteria for citizens from these four countries requires possession of an English teaching license and a bachelor's degree in English, whereas citizens from the aforementioned countries need no such credentials.

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Section: Discussionmentioning

confidence: 99%

Black teachers of English in South Korea: Constructing identities as a native English speaker and English language teaching professional

Charles

2019

TESOL Journal

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“…When teachers use dialogue as a way to engender critical consciousness, they allow their roles to shift from an all-knowing expert to an educator who is a facilitator, interpreter, learner, and a caring subject. Pang and Gibson (2001) wrote about how diverse teachers who have experienced being the Other brought a more complex understanding of differences to classrooms and were more deliberate about incorporating topics such as race and racism in social studies curriculum. Although teachers of color may not negotiate differences in a similar manner, their intervention in classrooms brings "different points of view of differently racialized life experiences" (Sleeter, 2005, p. 255).…”

Section: Teaching/dialoging Across Cultural Differencesmentioning

confidence: 99%

Fostering Critical Dialogue Across Cultural Differences: A Study of Immigrant Teachers' Interventions in Diverse Schools

Subedi

2008

Theory & Research in Social Education

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There is limited research in the field of social studies that documents how immigrant teachers are working to make social studies classrooms a space for critical dialogue, especially within settings where immigrant and nonimmigrant students interact. By using data from a yearlong qualitative study in which interviews and observations were conducted, the author examines the ways in which two immigrant teachers created a climate for critical dialogue to teach about cultural differences. The findings demonstrate how the teachers emphasized the need to critique stereotypes and discriminatory acts and valued the need to engage in cross-cultural interactions. The findings also illustrate the need to examine how teaching about differences is complex and messy. The author argues that social studies teachers need to be more accountable to how honest dialogue takes place in classrooms and how teachers need to recognize and validate the subject position of diverse learners.

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“…As Pang and Gibson (2001) maintained, "Black educators are far more than physical role models, and they bring diverse family histories, value orientations, and experiences to students in the classroom, attributes often not found in textbooks or viewpoints often omitted" (pp. 260-261).…”

Section: Black Teachers and Developing The Curriculummentioning

confidence: 99%

“…As made evident from this body of literature, these African American teachers still often felt irrelevant and voiceless in urban and suburban contexts even when the topic of conversation was on diversity, equity, or multicultural education (see Buendia, Gitlin, & Doumbia, 2003;Ladson-Billings, 1996;Milner & Woolfolk Hoy, 2003;Pang & Gibson, 2001). These teachers' experiences are unfortunate given the attrition rate of Black teachers in the teaching force.…”

Section: Black Teachers and Developing The Curriculummentioning

confidence: 99%

Developing a Multicultural Curriculum in a Predominantly White Teaching Context: Lessons From an African American Teacher in a Suburban English Classroom

Milner¹

2005

Curriculum Inquiry

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The author sought to understand an African American English teacher's multicultural curriculum transformation and teaching in a suburban, mostly White, high school. Building on Banks's (1998) model of multicultural curriculum integration, the study focused on a context that might otherwise be ignored because there was not a large student-of-color representation in the school. The teacher in the study was operating at one of the highest levels of Banks's model, the transformational approach. Although the teacher shared characteristics with many of the Black teachers explored in the literature, there was one important difference: much of the research and theory about Black teachers and their instruction focus on Black teachers and their effectiveness in predominantly Black settings. The Black teacher in this study taught in a predominantly White teaching context. The study suggested that even teachers highly conscious of race, culture, gender, and ethnicity may find it difficult to reach the highest level of Banks's model: the social action approach. Implications of this study suggest that multicultural curricula can be well developed and received in a predominantly White setting as long as the curriculum is thoughtfully and carefully transformed. However, the study pointed out that the pervasive discourses and belief systems against multicultural education in a school can discourage highly effective curriculum transformers, and there is a great need to help critically minded teachers persevere in the face of such adversity.You teach what you know; you teach what you've experienced; you teach who you are. And when we have White teachers who don't deal with race and culture and

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Concepts of Democracy and Citizenship: Views of African American Teachers

Cited by 46 publications

References 2 publications

Black teachers of English in South Korea: Constructing identities as a native English speaker and English language teaching professional

Black teachers of English in South Korea: Constructing identities as a native English speaker and English language teaching professional

Fostering Critical Dialogue Across Cultural Differences: A Study of Immigrant Teachers' Interventions in Diverse Schools

Developing a Multicultural Curriculum in a Predominantly White Teaching Context: Lessons From an African American Teacher in a Suburban English Classroom

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