This is an exploration of what I have learned from veteran Black teachers in rural South Georgia regarding classroom practices on teaching Black students. Through the framework of Critical Race Theory (Bell, 1992; Delgado, 2017; Dixson & Rousseau, 2006; Ladson-Billings, 2003; Ladson-Billings & Tate, 2006; Solórzano & Yosso, 2002), I focus on systemic racism against historically obstructed African American children from reaching their full potential. Methodologically, I utilize critical race counterstory (Bell, 1992; Bamberg & Andrews, 2004; Baszile, 2014; Delgado, 1989/2000; He & Ross, 2012; Solórzano & Yosso, 2002; Ladson-Billings, 1998) in order to challenge the dominant metanarrative. My study analyzes the counter stories of veteran Blac...
In today\u27s American schools, many teachers are faced with the problem of keeping African-American...
The student population in the public school systems throughout the United States has become more rac...
Using critical theory (Horkheimer, 1930/1989; Marcuse, 1937/1989; Freire, 1970/2007; Adorno, 1975/19...
In an effort to learn how to best educate Black students from low socioeconomic schools who were str...
This research was based on culturally relevant pedagogy, a teaching method that promotes academic an...
Applying culturally relevant and social justice–oriented notions of teaching and learning and a crit...
Why do we not ask our students what they need from us as teachers? This study is a look at my teachi...
Author\u27s abstract: The requirements of the No Child Left Behind Act of 2001 has forced school sys...
It is not known why the chronic mis-education of Black students has neither been adequately investig...
The purpose of this qualitative study was to examine the teaching experiences of White educators wor...
A long-standing, race-based academic achievement gap between Black and White students has existed in...
The purpose of this qualitative study was to explore teachers’ perceptions of the impact of implemen...
This study examines the Culturally Relevant Pedagogy (CRP) strategies of culturally aware teachers w...
Despite the fact that the student population in the U.S. is quite diverse, the teaching force is ver...
The enduring gap between White and Black student achievement has challenged our educational systems ...
In today\u27s American schools, many teachers are faced with the problem of keeping African-American...
The student population in the public school systems throughout the United States has become more rac...
Using critical theory (Horkheimer, 1930/1989; Marcuse, 1937/1989; Freire, 1970/2007; Adorno, 1975/19...
In an effort to learn how to best educate Black students from low socioeconomic schools who were str...
This research was based on culturally relevant pedagogy, a teaching method that promotes academic an...
Applying culturally relevant and social justice–oriented notions of teaching and learning and a crit...
Why do we not ask our students what they need from us as teachers? This study is a look at my teachi...
Author\u27s abstract: The requirements of the No Child Left Behind Act of 2001 has forced school sys...
It is not known why the chronic mis-education of Black students has neither been adequately investig...
The purpose of this qualitative study was to examine the teaching experiences of White educators wor...
A long-standing, race-based academic achievement gap between Black and White students has existed in...
The purpose of this qualitative study was to explore teachers’ perceptions of the impact of implemen...
This study examines the Culturally Relevant Pedagogy (CRP) strategies of culturally aware teachers w...
Despite the fact that the student population in the U.S. is quite diverse, the teaching force is ver...
The enduring gap between White and Black student achievement has challenged our educational systems ...
In today\u27s American schools, many teachers are faced with the problem of keeping African-American...
The student population in the public school systems throughout the United States has become more rac...
Using critical theory (Horkheimer, 1930/1989; Marcuse, 1937/1989; Freire, 1970/2007; Adorno, 1975/19...