The Black Teacher Project: How Racial Affinity Professional Development Sustains Black Teachers

Mosely, Micia

doi:10.1007/s11256-018-0450-4

Cited by 39 publications

(41 citation statements)

References 10 publications

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“…Robin and Delilah could rely on each other for emotional support and help each other unravel racialized and gendered experiences. These novices' experiences align with research highlighting the potential of affinity groups as key supports for novice teachers of color (e.g., Mosely, 2018).…”

Section: Support From Educators Of Colorsupporting

confidence: 72%

Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K–12 Schools

Bettini

Cormier

Ragunathan

et al. 2021

Review of Educational Research

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A robust body of U.S.-based research demonstrates the importance of teachers of color to promote positive outcomes among students of color, and recent policies aim to increase the proportion of teachers of color. These policies are unlikely to succeed if they ignore how educational systems currently marginalize teachers of color, particularly early in teachers’ careers, when they are more likely to leave. Thus, we conducted a systematic narrative review of the experiences of novice teachers of color in K–12 schools. We identified 72 relevant studies, from 1996 to the present, and qualitatively analyzed themes within them. We found that novices’ experiences of their socialization into K–12 educational institutions were deeply racialized, through their interactions with every aspect of K–12 educational systems. Novices’ experiences often placed them in a double bind, as they experienced tensions between their personal commitments as people of color and their professional commitments in schools that perpetuated oppressive systems. Welcoming novice teachers of color into K–12 schools thus necessitates broader efforts to dismantle the many ways oppressive systems are embedded within and perpetuated by schools—efforts to which novice teachers of color can contribute, but for which they should not bear sole responsibility.

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Section: Support From Educators Of Colorsupporting

confidence: 72%

Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K–12 Schools

Bettini

Cormier

Ragunathan

et al. 2021

Review of Educational Research

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“…Networks that offer opportunities for teachers to “learn from each other, develop shared conceptions of high-quality practice, and work collectively toward the improvement of classroom practice,” can help to increase control over the profession from within (Grossman, 2020, p. 10). The Black Teacher Project, a leadership and professional development organization, uses a critical framework to support teachers as “politically-aware individuals who have a stake in teaching and transforming society” (Mosely, 2018, p. 271). Edcamps and other “unconferences” are explicitly teacher-organized and teacher-led professional development events.…”

Section: Teacher Activism and Professionalization Processesmentioning

confidence: 99%

Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations

Carl

Jones-Layman

Quinn

2022

Journal of Teacher Education

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We contribute to the teacher activism literature an understanding of how activist organizations support professionalization processes. We examine how teachers’ involvement in a local activist organization counteracts the de-professionalizing reforms of the standards and accountability movement and fosters the professionalization of teaching. Our findings suggest that the structures of the activist organization provide opportunities for teachers to create and maintain collective knowledge for curricula and practice, sustain their professional commitments to social justice, and build confidence that promotes voice in educational decision-making. We discuss implications for teacher professionalization and identify the need for future studies on the role of teacher activist organizations on teachers, teaching, and the profession.

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“…In addition to having faculty, staff, and administrators who are able to confidently and competently engage with complex issues of racial justice, such programs should also have clear and welldeveloped policies to directly address racial injustice within the program, at school sites, or within the community. Such policies might include rapid response mechanisms, educational programming, and restorative processes that engage teacher candidates, community members, and other stakeholders of Color as partners in examining, redressing, and healing from harm (Mosely, 2018;Rogers-Ard et al, 2012;Winn, 2018).…”

Section: Organizational and Structural Dimension: Explicit Programmatic Commitments To Racial Justicementioning

confidence: 99%

Toward a Healthy Racial Climate: Systemically Centering the Well-being of Teacher Candidates of Color

Kohli

Dover

Jayakumar

et al. 2021

Journal of Teacher Education

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For decades, research has shown the pervasive racism of teacher education and its harmful impact on teacher candidates of Color. In this conceptual article, we argue that teacher education programs must interrogate how racism is embedded structurally through policies and practices that guide the various facets of the institution. We build from higher education scholarship on racial climate and “health” and teacher education research on race and racism to explore how multiple dimensions of a teacher education program (historical, organizational, compositional, behavioral, and psychological) accumulate and shape the experiences and well-being of teacher candidates of Color. We offer a model to assist teacher education scholars, administrators, and practitioners to reflect upon their current structures as they strive for a healthy racial climate responsive to the experiences and needs of a diverse teaching force.

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The Black Teacher Project: How Racial Affinity Professional Development Sustains Black Teachers

Cited by 39 publications

References 10 publications

Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K–12 Schools

Navigating the Double Bind: A Systematic Literature Review of the Experiences of Novice Teachers of Color in K–12 Schools

Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations

Toward a Healthy Racial Climate: Systemically Centering the Well-being of Teacher Candidates of Color

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