The Education of Black People: Ten Critiques, 1906-1960

Bois, W. E. B. Du; Aptheker, Herbert

doi:10.2307/2966953

Cited by 34 publications

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“…As identified by Solomon et al (2005), the unique vantage point that membership of a racialized group brings provides "multiple lenses through which the world is seen" (p. 152). The authors describe this as providing access to the double-consciousness described by DuBois (1973). While the situation of understanding the professional culture of the dominant while having the privilege of cultural connections with the marginalized may be read as somewhat disjointed, I believe it is a position from which we are well equipped to support our teacher candidates as they grapple with the various disparities we see in science education.…”

Section: Must Some Parts Of Me Be Silenced For Others To Thrive?mentioning

confidence: 99%

Science Teacher Education in Canada: Addressing Diversity by Living and Teaching Intersectionality

Burke

2023

To Be a Minority Teacher in a Foreign Culture

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As a Black woman of Caribbean heritage, born and raised in England, my own school science experience was focused on learning the tricks that teachers presented as intuitively graspable. I was used to pushing through and ignoring the ‘outsider’ feelings that I possessed. As a science teacher and science teacher educator, I came to understand that there are many students for whom the acquisition of science knowledge means compromise to their sense of selfhood, either because they are members of groups for whom Western modern science is not a central tenet of understanding or because of the esoteric mode of science instruction. In this chapter, I identify four critical incidents that have occurred during my professional experience as a science teacher educator. I explore the implications of these incidents by examining them through the equity lens of intersectionality to highlight broader concerns in science teaching and science teacher education. The analyses reinforce the need for science teachers to allow themselves and their students to be open and reflective about their own positionings in the field of science education as well as the need to acknowledge the historical and philosophical contexts of Western modern science as a body of knowledge. I hope that this chapter will be used by science teacher educators to stimulate dialogue and provide an artifact around which constructive and meaningful conversation foments in the many spaces of science teacher education.

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Section: Must Some Parts Of Me Be Silenced For Others To Thrive?mentioning

confidence: 99%

Science Teacher Education in Canada: Addressing Diversity by Living and Teaching Intersectionality

Burke

2023

To Be a Minority Teacher in a Foreign Culture

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“…Writing in a Cold War context that was being dramatically challenged and changed by the global decolonization movement and the Black Freedom movement in the United States, Du Bois's statement, “Whither Now and Why,” takes stock of the changing status and political condition of African Americans recognizing, “There is much hard work yet to be done before the Negro becomes a voter; before he has equal rights to education and before he can claim complete civil and social equality. Yet this situation is in sight, and it brings, not as many assume, an end to the so‐called Negro problems but a beginning of even more difficult problems of race and culture” (Du Bois 1973, 149).…”

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“…The response to these more complex issues will necessarily inform the education and formation of new political subjects and citizens, indeed new humans for an emerging world. For Du Bois, the critical question for African Americans was, “Are we to assume that we will simply adopt the ideals of Americans and become what they are or want to be and that we will have in this process no ideals of our own?” (1973, 149). Du Bois's question raises a number of substantive issues that he goes on to address in “Whither Now and Why.”…”

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“Whither Now and Why”: Blackness and a Critical Thinking of Religious Studies in the 21st Century

Walker

2024

Religious Studies Review

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Knowledge and Critical Pedagogy

Kincheloe¹

2008

552

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The Education of Black People: Ten Critiques, 1906-1960

Cited by 34 publications

References 0 publications

Science Teacher Education in Canada: Addressing Diversity by Living and Teaching Intersectionality

Science Teacher Education in Canada: Addressing Diversity by Living and Teaching Intersectionality

“Whither Now and Why”: Blackness and a Critical Thinking of Religious Studies in the 21st Century

Knowledge and Critical Pedagogy

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