Abstract
In this critical case study, I draw on endarkened feminist epistemology and a legacy of politicized womanist care to explore how three contemporary black women educators in New York City public schools enact a spiritual and politicized care rooted in their understandings of the sociopolitical contexts where their students live and learn. Semi-structured interviews were conducted and analyzed to reveal a praxis of politicized care characterized by three main components: (1) Soulful and politicized purpose driving high expectations; (2) Building relationships through vulnerability, encouragement, communication, and recognition; and (3) Redefining success and envisioning paths for the future. Examining such praxis provides insight into approaches educators can take to create connections with students that are responsive to their material lives and helps them feel grounded in their educational and professional pursuits.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
