... of appro-priate behavior are culturally influenced, and conflicts are likely to occur when te... more ... of appro-priate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural backgrounds (p. 26). ... The teacher in Monroe and Obidah's study drew on referents such as speech patterns, voice tones, facial ...
While it is well established that the ability of teachers to build cultural competence is a criti... more While it is well established that the ability of teachers to build cultural competence is a critical aspect of their work especially in urban and highly diverse settings, the kinds of experiences that help them build cultural competence is less clear. The author attempts to contribute to this void by showcasing a White, science teacher’s experiences in building cultural competence in a highly diverse urban school. Culturally relevant pedagogy is used as an analytic tool to explain and uncover the ways in which the teacher develops cultural knowledge to maximize student learning opportunities. The basic premise of the article is that this White teacher was able to build cultural congruence with his highly diverse learners because he developed cultural competence and concurrently deepened his knowledge and understanding of himself and his practices. Practicing teachers, teacher educators, and researchers are provided a picture of how the teacher builds relationships with his students, how he deepens his knowledge about how identity and race manifest in the urban context, and how he implements a communal and collective approach to his work as he builds cultural knowledge and cultural competence about himself, his students, and his practices.
... McAllister and Irvine (2002)17. McAllister, G. and Irvine, JJ 2002. The role of empathy in te... more ... McAllister and Irvine (2002)17. McAllister, G. and Irvine, JJ 2002. The role of empathy in teaching culturally diverse students: A qualitative study of teachers' beliefs. ... Empathetic teachers, according to McAllister and Irvine, “take on the perspective of another culture” (p. 433). ...
The author reports on research conducted of teachers and their instruction in a US urban public s... more The author reports on research conducted of teachers and their instruction in a US urban public school, with narrative and counter-narrative employed as analytic tools. Central questions guiding the study included: How do teachers’ counter-narratives and experiences influence them in their urban school classrooms? How do teachers’ multiple and varied identities, especially their racial and cultural backgrounds, emerge in their counter-narratives and in their conceptions of and representations of their teaching? And how do teachers’ stories “counter” ways of knowing urban education in the US and influence their interactions with their students and the learning opportunities available in their classrooms? The evidence in the study suggests that although teachers in urban schools may employ pedagogical and curricular tools that differ from many mainstream classrooms, different does not necessarily mean deficit or deficient. The study does not present a romanticized version of the school or those in it; the teachers and students in the study experience adversity and difficulty as is the case with teachers and students in other contexts. However, implications are drawn from the teachers’ successful practices in urban schools to counter, disrupt, and interrupt pervasive discourses that only focus on the negative characteristics of teachers and students in urban schools.
International Journal of Qualitative Studies in Education, 2006
The author introduces a reflective model of racial, cultural and spiritual engagement for researc... more The author introduces a reflective model of racial, cultural and spiritual engagement for researchers and research participants in an attempt to guide them in the development of perhaps more empowering research about African‐Americans. The model focuses on three essential areas to help guide researchers and participants: the cultural self, the racial self and the spiritual self. Maintaining and centralizing these areas in the study of African‐Americans can be critical in developing empowering research that produces knowledge to inform theory, research and practice. The interrelated phases of reflection in the model are (a) researcher/participant racial and cultural identity reflection; (b) spiritual reflection; (c) history/literature on race, culture and spirit; and (d) situational context. After a review of the literature on the cultural, racial and spiritual line, the author introduces the model and concludes with examples of the model in practice.
Recognizing that students of color often do not achieve as well as their White counterparts, the ... more Recognizing that students of color often do not achieve as well as their White counterparts, the authors of this article acknowledged the need for preservice teachers to study racial and cultural issues as they relate to teaching in diverse classrooms. For four months prior to the beginning of the course that the authors would co-teach, they systematically read multiple articles and book chapters about racial and cultural issues in schools and met weekly to discuss, from their own perspectives and experiences, their reactions to the readings. Simultaneously, they considered emerging possibilities for a course curriculum where preservice teachers would explore issues important to what they called creating culturally celebratory pedagogy and classrooms. The authors, a Black faculty member and a White faculty member in a teacher education program, share key questions that emerged from their readings and discussions, describe four major components they integrated into the course curriculum, and present assignments that may reduce preservice teachers' deficit knowledge and thinking about racial and cultural issues in classrooms and schools. The authors also consider students' initial reactions to the course content and what the students' reactions might mean for the structure and restructure of the course.
Abstract Several concepts that are important for inclusion in any teacher education curriculum re... more Abstract Several concepts that are important for inclusion in any teacher education curriculum regarding diversity studies are elucidated in this article. The framing question of the discussion is: What are some relevant conceptions regarding issues of diversity that ...
... of technology. The Kelby faculty decided to add another computer course, but I think it&#... more ... of technology. The Kelby faculty decided to add another computer course, but I think it's better to integrate it into courses like this so you'll see and learn how to Page 7. Teacher Planning in High School English 87 use it. The ...
... extending good interactive teaching and learning beyond the classroom and into the real world... more ... extending good interactive teaching and learning beyond the classroom and into the real world, all ... ser-vice teachers' thinking, and dialogue in other facets of their work (not only in the ... Race reflective journaling may allow pre-service teachers to attend to issues of race that they ...
... Elsewhere, I have discussed this skepti-cism, particularly around diversity and race, which I... more ... Elsewhere, I have discussed this skepti-cism, particularly around diversity and race, which I have experienced time and ... I deliberately wanted to make my experiences around race an integral part of the curriculum that evening ... Milner / Race, Narrative Inquiry, and Self-Study 597 ...
Page 1. The Journal of Negro Education, 73(3), 285-297 Black Teachers, Black Students, Black Comm... more Page 1. The Journal of Negro Education, 73(3), 285-297 Black Teachers, Black Students, Black Communities, and Brown: Perspectives and Insights From Experts H. Richard Milner Peabody College of Vanderbilt University ...
... of appro-priate behavior are culturally influenced, and conflicts are likely to occur when te... more ... of appro-priate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural backgrounds (p. 26). ... The teacher in Monroe and Obidah's study drew on referents such as speech patterns, voice tones, facial ...
While it is well established that the ability of teachers to build cultural competence is a criti... more While it is well established that the ability of teachers to build cultural competence is a critical aspect of their work especially in urban and highly diverse settings, the kinds of experiences that help them build cultural competence is less clear. The author attempts to contribute to this void by showcasing a White, science teacher’s experiences in building cultural competence in a highly diverse urban school. Culturally relevant pedagogy is used as an analytic tool to explain and uncover the ways in which the teacher develops cultural knowledge to maximize student learning opportunities. The basic premise of the article is that this White teacher was able to build cultural congruence with his highly diverse learners because he developed cultural competence and concurrently deepened his knowledge and understanding of himself and his practices. Practicing teachers, teacher educators, and researchers are provided a picture of how the teacher builds relationships with his students, how he deepens his knowledge about how identity and race manifest in the urban context, and how he implements a communal and collective approach to his work as he builds cultural knowledge and cultural competence about himself, his students, and his practices.
... McAllister and Irvine (2002)17. McAllister, G. and Irvine, JJ 2002. The role of empathy in te... more ... McAllister and Irvine (2002)17. McAllister, G. and Irvine, JJ 2002. The role of empathy in teaching culturally diverse students: A qualitative study of teachers' beliefs. ... Empathetic teachers, according to McAllister and Irvine, “take on the perspective of another culture” (p. 433). ...
The author reports on research conducted of teachers and their instruction in a US urban public s... more The author reports on research conducted of teachers and their instruction in a US urban public school, with narrative and counter-narrative employed as analytic tools. Central questions guiding the study included: How do teachers’ counter-narratives and experiences influence them in their urban school classrooms? How do teachers’ multiple and varied identities, especially their racial and cultural backgrounds, emerge in their counter-narratives and in their conceptions of and representations of their teaching? And how do teachers’ stories “counter” ways of knowing urban education in the US and influence their interactions with their students and the learning opportunities available in their classrooms? The evidence in the study suggests that although teachers in urban schools may employ pedagogical and curricular tools that differ from many mainstream classrooms, different does not necessarily mean deficit or deficient. The study does not present a romanticized version of the school or those in it; the teachers and students in the study experience adversity and difficulty as is the case with teachers and students in other contexts. However, implications are drawn from the teachers’ successful practices in urban schools to counter, disrupt, and interrupt pervasive discourses that only focus on the negative characteristics of teachers and students in urban schools.
International Journal of Qualitative Studies in Education, 2006
The author introduces a reflective model of racial, cultural and spiritual engagement for researc... more The author introduces a reflective model of racial, cultural and spiritual engagement for researchers and research participants in an attempt to guide them in the development of perhaps more empowering research about African‐Americans. The model focuses on three essential areas to help guide researchers and participants: the cultural self, the racial self and the spiritual self. Maintaining and centralizing these areas in the study of African‐Americans can be critical in developing empowering research that produces knowledge to inform theory, research and practice. The interrelated phases of reflection in the model are (a) researcher/participant racial and cultural identity reflection; (b) spiritual reflection; (c) history/literature on race, culture and spirit; and (d) situational context. After a review of the literature on the cultural, racial and spiritual line, the author introduces the model and concludes with examples of the model in practice.
Recognizing that students of color often do not achieve as well as their White counterparts, the ... more Recognizing that students of color often do not achieve as well as their White counterparts, the authors of this article acknowledged the need for preservice teachers to study racial and cultural issues as they relate to teaching in diverse classrooms. For four months prior to the beginning of the course that the authors would co-teach, they systematically read multiple articles and book chapters about racial and cultural issues in schools and met weekly to discuss, from their own perspectives and experiences, their reactions to the readings. Simultaneously, they considered emerging possibilities for a course curriculum where preservice teachers would explore issues important to what they called creating culturally celebratory pedagogy and classrooms. The authors, a Black faculty member and a White faculty member in a teacher education program, share key questions that emerged from their readings and discussions, describe four major components they integrated into the course curriculum, and present assignments that may reduce preservice teachers' deficit knowledge and thinking about racial and cultural issues in classrooms and schools. The authors also consider students' initial reactions to the course content and what the students' reactions might mean for the structure and restructure of the course.
Abstract Several concepts that are important for inclusion in any teacher education curriculum re... more Abstract Several concepts that are important for inclusion in any teacher education curriculum regarding diversity studies are elucidated in this article. The framing question of the discussion is: What are some relevant conceptions regarding issues of diversity that ...
... of technology. The Kelby faculty decided to add another computer course, but I think it&#... more ... of technology. The Kelby faculty decided to add another computer course, but I think it's better to integrate it into courses like this so you'll see and learn how to Page 7. Teacher Planning in High School English 87 use it. The ...
... extending good interactive teaching and learning beyond the classroom and into the real world... more ... extending good interactive teaching and learning beyond the classroom and into the real world, all ... ser-vice teachers' thinking, and dialogue in other facets of their work (not only in the ... Race reflective journaling may allow pre-service teachers to attend to issues of race that they ...
... Elsewhere, I have discussed this skepti-cism, particularly around diversity and race, which I... more ... Elsewhere, I have discussed this skepti-cism, particularly around diversity and race, which I have experienced time and ... I deliberately wanted to make my experiences around race an integral part of the curriculum that evening ... Milner / Race, Narrative Inquiry, and Self-Study 597 ...
Page 1. The Journal of Negro Education, 73(3), 285-297 Black Teachers, Black Students, Black Comm... more Page 1. The Journal of Negro Education, 73(3), 285-297 Black Teachers, Black Students, Black Communities, and Brown: Perspectives and Insights From Experts H. Richard Milner Peabody College of Vanderbilt University ...
Race, Ethnicity and Education (Vols 1-4)
General Editors: E. Wayne Ross and Valerie O. Pang.
... more Race, Ethnicity and Education (Vols 1-4)
General Editors: E. Wayne Ross and Valerie O. Pang.
Volume 1
Principles and Practices of Multicultural Education
Edited by Valerie Ooka Pang
Volume 2
Language and Literacy in Schools
Edited by Robert T. Jiménez and Valerie Ooka Pang
Volume 3
Racial Identity in Education
Edited by H. Richard Milner and E. Wayne Ross
Volume 4
Racism and Antiracism in Education
Edited by E. Wayne Ross
Uploads
Papers by H. Richard Milner
General Editors: E. Wayne Ross and Valerie O. Pang.
Volume 1
Principles and Practices of Multicultural Education
Edited by Valerie Ooka Pang
Volume 2
Language and Literacy in Schools
Edited by Robert T. Jiménez and Valerie Ooka Pang
Volume 3
Racial Identity in Education
Edited by H. Richard Milner and E. Wayne Ross
Volume 4
Racism and Antiracism in Education
Edited by E. Wayne Ross