Refusing the Performance: Disrupting Popular Discourses Surrounding Latino Male Teachers and the Possibility of Disidentification

Singh, Michael V.

doi:10.1080/00131946.2018.1545654

Cited by 7 publications

(4 citation statements)

References 40 publications

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“…For example, during the 2017-2018 school year, the teacher-student racial gap for Hispanics was a glaring 17.5 percentage-point gap, wider than the 8.5 percentage-point gap for Blacks (NCES, 2019). Such a wide gap indicates a critical need against the backdrop of the growing population of Hispanic students (Lara & Franquiz, 2015;Shapiro & Partelow, 2018;Singh, 2019). Therefore, more intensified efforts should focus on attracting Hispanics into the teaching profession.…”

Section: Discussionmentioning

confidence: 99%

A convenient rhetoric or substantial change of teacher racial diversity? A text mining analysis of federal, state, and district documents

Lee

Keith

Bey

et al. 2022

EPAA

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Teacher racial diversity has been widely considered important in education. However, it remains unclear to what extent and how teacher racial diversity has been addressed at the federal, state, and district levels. In this study, we employed text mining to collect and analyze over three million documents at the federal, state, and district levels. We found that while students of color had disproportionately less access to racially diverse teachers, the documents under our analysis insufficiently discussed the recruitment and retention of racially diverse teachers. Our findings also reveal that education agencies at the federal, state, and district levels paid scant attention to recruiting and retaining Hispanic teachers. For the states and districts that discussed the recruitment of racially diverse teachers, they primarily recruited teachers from institutions and organizations that primarily serve people of color, such as Historically Black Colleges and Universities, the Columbia Latino/a Law Student Association, the National Association of Asian American Professionals, and the National Black MBA Association. Given the findings and the projected growth of Black and Hispanic student enrollment in the United States, we provide five policy recommendations for policymakers and leaders to racially diversify the teacher workforce amid shifting student demographics, particularly Hispanic students.

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Section: Discussionmentioning

confidence: 99%

A convenient rhetoric or substantial change of teacher racial diversity? A text mining analysis of federal, state, and district documents

Lee

Keith

Bey

et al. 2022

EPAA

View full text Add to dashboard Cite

show abstract

“…However, minoritized educators experience conflicts in forming their professional identity. These conflicts arise because their identity as a racialized, gendered and cultured beings differs from the professional identity they are expected to assume inside of school (Agee, 2004;Gilpin, 2005;Olitsky, 2020;Singh, 2019). Similarly, minoritized educators are forced to grapple with the proliferating constructs of whiteness and racialized gender constructs that have infiltrated the formations of their personal and professional identities (Burant et al, 2002;Gilpin, 2005;Ramanathan, 2006;Smith Kondo, 2019, Warren, 2020.…”

Section: Understanding the Identity Development Of Minoritized Educatorsmentioning

confidence: 99%

“Why Are We Only Learning About White People?” The Role of Identity in the Curricular and Pedagogical Considerations of One Latino Educator

Allen

2023

To Be a Minority Teacher in a Foreign Culture

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This chapter focuses on the perspectives of Ricardo, a Latino educator, and his experience with navigating identity as he made curricular and pedagogical considerations in his practice. The chapter begins by reviewing the literature on the experiences of minoritized educators in education, asking: How do minoritized educators navigate the complexity of their identity as a minoritized individual and educator working within predominantly white concepts of knowledge and behavior construction? This chapter analyzes a collection of focus groups, individual interviews, and curriculum artifacts as a means of approaching and analyzing Ricardo’s experiences. This analysis illuminates, (1) how language and hybrid classroom discourse was used to connect with students, and (2) the deep responsibility Ricardo felt to create bridges to the curriculum for his students. The findings of this chapter underscore the need for teacher education programs to better support minoritized educators in navigating the complex positions they assume, as educators and as minoritized individuals, and the ways that these two identities intersect in their practice.

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“…Relational histories shape ethical and pedagogical dimensions of embodied practices that inform future learning and actions (Vossoughi et al, 2020); 3. Counterhegemonic bodily performances and nonconformative displays of bodies serve as tools for resistance (David & Cruz, 2018;Reimers, 2020;Singh, 2019).…”

Section: Embodied Raciolinguistic Analysismentioning

confidence: 99%

Teacher Leadership for Love, Solidarity, and Justice: The Invisibilized and Contested Practices of Teacher Leaders of Color

Pham

2021

Journal of Teacher Education

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Despite widespread acknowledgment of teachers of Color as critical agents of change, white supremacist, colonial, and cis-heteropatriarchal ontologies of “teacher leadership” marginalize the counterhegemonic leadership they embody. Guided by critical leadership and feminist of Color scholarship, I develop and employ an embodied raciolinguistic analysis to examine how a Latina teacher leader of Color facilitated organization-wide action in the educational interests of Black students. My analysis demonstrates that her discursive and embodied practices as a non-Black woman of Color and “official” teacher leader were simultaneously (re)constructed as catalysts and hindrance for racial progress within and across social spaces. Grappling with these possibilities and tensions at interpersonal, institutional, and societal scales, she reflexively adapted her practices to recenter Black leadership while facing professional consequences. Arguing for radical social change by amplifying the multi-faceted and contested nature of counterhegemonic teacher leadership, I offer implications to foster the critical ingenuity needed to lead in love, solidarity, and justice for and among communities of Color.

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Refusing the Performance: Disrupting Popular Discourses Surrounding Latino Male Teachers and the Possibility of Disidentification

Cited by 7 publications

References 40 publications

A convenient rhetoric or substantial change of teacher racial diversity? A text mining analysis of federal, state, and district documents

A convenient rhetoric or substantial change of teacher racial diversity? A text mining analysis of federal, state, and district documents

“Why Are We Only Learning About White People?” The Role of Identity in the Curricular and Pedagogical Considerations of One Latino Educator

Teacher Leadership for Love, Solidarity, and Justice: The Invisibilized and Contested Practices of Teacher Leaders of Color

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