The Intersections of Race, Class, and Gender in the Teacher Preparation of an African American Social Justice Educator

Knight, Michelle

doi:10.1080/713845321

Cited by 19 publications

(15 citation statements)

References 36 publications

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“…Emphasis was placed on developing interdisciplinary curriculum that valued the experiences and cultures of learners. In both courses, I placed emphasis on examining social differences through the intersectionality framework that proposes that educators analyze differences such as race, gender, religion, language, and class, not in isolation but in relation to each other (Knight, 2002). For example, by utilizing the framework, we can examine how Asian American women are viewed as the Other in U.S. society not only because of gender discourses but also because of race, ethnicity, sexuality, and social class, differences.…”

Section: Setting and Context Of Researchmentioning

confidence: 99%

Preservice Teachers' Beliefs and Practices: Religion and Religious Diversity

Subedi¹

2006

Equity & Excellence in Education

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Discussions about religious aspects of diversity are often absent from research. Similarly, topics such as religious forms of prejudice and religious dimensions of identities have not been fully explored in the context of teacher education. Too often, in the schooling context, what religion is and what constitutes an authentic religious identity operates in European American epistemologies. By examining the beliefs and practices of preservice teachers, this article argues for the need to emphasize topics of religious diversity in teacher education programs since teachers will undoubtedly teach those who come from diverse religious backgrounds. In particular, the article explores how various students in the study negotiated and resisted recognizing structural discourses on religion, especially when religious issues interconnected with race and gender topics. Overall, the author proposes that teacher educators include religion when teaching about social differences, particularly how religious dimensions of prejudice operate in schools.

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Section: Setting and Context Of Researchmentioning

confidence: 99%

Preservice Teachers' Beliefs and Practices: Religion and Religious Diversity

Subedi¹

2006

Equity & Excellence in Education

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“…Yet, as Amy shared this image of herself as depicted on her name tag, more complex understandings of diversity, caring, and social justice emerge rooted in Black humanist visions of caring (Collins, 1991;Ah Nee-Benham & Dudleyy, 1997;Beauboeur-Lafontant 2002;Knight, 2002Knight, , 2003.…”

Section: Amy's Early Family Experiencesmentioning

confidence: 96%

“…For example, Walker (1996) and Irvine (2001) examine the bene®ts of institutional and interpersonal structures of care during segregation and the collective whole, respectively. Some of the African-American pre-service teachers in Knight's (2002) study articulated a timeless connection between their struggles to become teachers and their power to resist denigrating self and community images to the struggles of their forbearers. By grounding her narratives in such poems as Still I rise by Maya Angelou, one African-American pre-service teacher claimed a timeless connection to African-Americans'`legacy of struggles' to overcome adverse situations (Collins, 1991, p. 22).…”

Section: Multicultural Feminists and Critical Theories Of Care And Somentioning

confidence: 97%

“…The case study analyzed in this article is part of a larger two-year qualitative study informed by feminist theories in the preparation of African-American pre-service teachers as transformative professionals (Brabeck, 1989;Dillard, 1995;Ah NeeBenham & Dudleyy, 1997;Henry, 1998;Thompson, 1998;Beauboeuf-Lafontant, 2002;Knight, 2002). I, an African-American female, conducted research to learn more about the meanings that four African-American students constructed regarding diversity, caring, and social justice in a teacher education program preparing teachers to have the commitment, capacity, and resilience to teach in urban schools serving low-income, racially, culturally and linguistically diverse students' (Oakes & Beck, 1995, p. 3).…”

Section: The Studymentioning

confidence: 99%

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Sensing the urgency: envisioning a black humanist vision of care in teacher education

Knight

2004

Race Ethnicity and Education

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This article builds on the growing body of research on preparing African-American pre-service teachers for culturally diverse urban environments. I speci®cally focus on a two year qualitative case study of Amy, an African-American pre-service teacher, to highlight ®ve themes of a Black humanist vision of care. These themes emphasize the following: (1) culturally af®rming practices of multiple cultures; (2) the`fortitude' to persevere in the midst of adversity; (3) both the ability to recognize and the willingness to address difference and inequities; (4) the importance of the whole child; and (5) the ability to see oneself as a teacher engaging as part of a collective in challenging inequities. Amy's narrative underscores how these themes emerged within, between, and among her family experiences, K-12 schooling experiences and experiences in the teacher education program. I conclude with implications of a Black humanist vision of care in within teacher education programs.

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“…An interdisciplinary feminist framework engages and brings scholars of educational research into dialog with the intellectual traditions of African-American, Asian, Latino/a, Native American and White feminist theorists from disciplines such as sociology, anthropology, history, and women's studies. Specifically, we utilize teachers' concrete experiences to illustrate their cultural strengths (Knight 2004), challenge stereotypical representations of diverse populations moving them from deficit constructions to spaces of possibility (Oesterreich 2007), emphasize both/and perspective -a simultaneous focus on the ways in which identities are experienced singularly as well as intersected (Knight 2002), and illuminate how agency is employed in constructing curricular and pedagogical practices (Davies 2000).…”

Section: Introductionmentioning

confidence: 99%

Opening our eyes, changing our practices: learning through the transnational lifeworlds of teachers

Knight

Oesterreich

2011

Intercultural Education

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This article examines the inclusion of a culturally relevant curricular practice of social identity papers within teacher education in the USA that incorporates the transnational lifeworlds of teachers. Using tenets of feminist interdisciplinary frameworks, we highlight how this curricular practice allows teachers and teacher candidates in urban and rural contexts to examine transnational lifeworlds and their influence on culturally relevant practices in relation to notions of oppression and privilege. We focus on linguistic border crossings and both/and perspectives of teacher's social identities. More research is needed to better understand the construction of teacher's social identities within and across transnational lifeworlds and the ways it impacts their practices and student's academic and social achievement.

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The Intersections of Race, Class, and Gender in the Teacher Preparation of an African American Social Justice Educator

Cited by 19 publications

References 36 publications

Preservice Teachers' Beliefs and Practices: Religion and Religious Diversity

Preservice Teachers' Beliefs and Practices: Religion and Religious Diversity

Sensing the urgency: envisioning a black humanist vision of care in teacher education

Opening our eyes, changing our practices: learning through the transnational lifeworlds of teachers

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