國立虎尾科技大學 |

You Can't Teach Whom You Don't Know : = Black Males' Narratives on Educators in K-12 Schools.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	You Can't Teach Whom You Don't Know :/
其他題名:	Black Males' Narratives on Educators in K-12 Schools.
作者:	Maiorano, Joseph.
面頁冊數:	1 online resource (253 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
標題:	African American studies. -
電子資源:	click for full text (PQDT)
ISBN:	9780355269857

You Can't Teach Whom You Don't Know : = Black Males' Narratives on Educators in K-12 Schools.
Maiorano, Joseph.

You Can't Teach Whom You Don't Know :Black Males' Narratives on Educators in K-12 Schools. - 1 online resource (253 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This study is a story about the relationships between nine Black men and some of the White educators in the K-12 schools and correctional education settings these men attended. I developed this story from face-to-face individual and group interviews with these men while they were inmates at Springdale Correction Center (a pseudonym), a community based correctional facility located in the Appalachian region of Ohio. I also interviewed the three teachers (each of whom was White) in the education department at SCC for their perceptions of educating Black males. My goal was to examine the school experiences of Black males to better understand education. However, I did not anticipate the degree to which participants' stories would highlight that issues of race and racism in education are pervasive, persistent, and harmful to Black male students.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355269857Subjects--Topical Terms:

1180117
African American studies.
Index Terms--Genre/Form:

554714
Electronic books.

You Can't Teach Whom You Don't Know : = Black Males' Narratives on Educators in K-12 Schools.
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504 $a Includes bibliographical references
520 $a This study is a story about the relationships between nine Black men and some of the White educators in the K-12 schools and correctional education settings these men attended. I developed this story from face-to-face individual and group interviews with these men while they were inmates at Springdale Correction Center (a pseudonym), a community based correctional facility located in the Appalachian region of Ohio. I also interviewed the three teachers (each of whom was White) in the education department at SCC for their perceptions of educating Black males. My goal was to examine the school experiences of Black males to better understand education. However, I did not anticipate the degree to which participants' stories would highlight that issues of race and racism in education are pervasive, persistent, and harmful to Black male students.
520 $a In many respects, the Black male inmates interviewed for this study are new voices in the field of education. No scholars previously analyzed these men's narratives to better understand the cultural relevance of their educators, or their relationships with their educators. On the other hand, this study's participants' voices illustrate what scholars have long been saying—namely, that schools and educators fail to nurture, support, or protect Black male students (Du Bois, 1903; Howard, 2013; Ladson-Billings, 1994; Palmer, Wood, Dancy, & Strayhorn, 2014; Woodson, 1933).
520 $a This study highlights the importance of relationships between educators and students of color. White educators who have a developing awareness about the social and cultural realities of people who are Black from having relationships with these people are more likely to engage in developing pedagogical relationships with Black male students. A pedagogical relationship is a relationship between an educator and individual or groups of students in which the educator gets to know students, imagine what may help them achieve some educational success, and actually do what they imagined would help these students (McDermott, 1974; van Manen, 2008).
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