Teaching while Black: Best Practices for Engaging white Pre-service Teachers in Discourse Focused on Individual &amp; Cultural Diversity in Urban Schools

Kisha Porcher

doi:10.51830/jultr.6

Abstract

In this article, I reflect on ways to improve my practice as a Black woman teaching in a white-dominated teacher education program through self-study in teacher preparation (S-STEP). I describe strategies that Black professors can use to engage white preservice teachers in discourse about individual and cultural diversity in urban schools. The general underlying principle in this focus is that one must create a safe space for white students, regardless of comfort, to communicate about individual and cultural diversity in urban schools. This is imperative, as research demonstrates many professors of color, specifically Black professors, experience hostile classroom environments. These experiences occur mostly within white-dominated institutions when students experience a shift of power from a white professor to a professor of color. This shift is intensified when the topics of the course focus on equity and social justice in urban schools. Practitioners of color are encouraged to explore ways in which these and others can be incorporated in courses that prepare white teachers to teach diverse populations in urban schools.

Highlights

In this article, I reflect on ways to improve my practice as a Black woman teaching in a white-dominated teacher education program through self-study in teacher preparation (SSTEP)
I utilized self-study in teacher preparation (S-STEP) a practitioner inquiry undertaken by teacher educators with the dual purpose of improving my practice while teaching as a Black woman in a white-dominated teacher education program
Engaging in a self-study of my pedagogical strategies would provide the opportunity to for me to assess my effectiveness in teaching in a white-dominated teacher preparation program, it could be a model for other Black professors teaching in these spaces

Summary

Introduction

I reflect on ways to improve my practice as a Black woman teaching in a white-dominated teacher education program through self-study in teacher preparation (SSTEP). The general underlying principle in this focus is that one must create a safe space for white students, regardless of comfort, to communicate about individual and cultural diversity in urban schools. This is imperative, as research demonstrates many professors of color, Black professors, experience hostile classroom environments. The course focused on the challenges of individual and cultural diversity in the classroom, the context and structure meant the associate dean’s white privilege provided the opportunity for her to operate in a social space where whiteness is credited, privileged, and taken for granted. I made the choice to honor my emotions and move into action

Methods

Discussion

Conclusion