'The Classroom Is a Reflection of the Real World': Black Women Urban Teachers' Activist Pedagogy and Leadership
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| Title: | 'The Classroom Is a Reflection of the Real World': Black Women Urban Teachers' Activist Pedagogy and Leadership |
|---|---|
| Language: | English |
| Authors: | Andrea T. Gabbadon (ORCID |
| Source: | Urban Education. 2025 60(8):2308-2338. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | African American Teachers, Females, Women Faculty, Urban Schools, Social Justice, Political Issues, Teacher Leadership, Activism, Teacher Role, Racism, Censorship, Controversial Issues (Course Content), Current Events, Safety, Well Being, Ethics, Teacher Behavior |
| DOI: | 10.1177/00420859231192088 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | This article utilizes narrative inquiry and a Black feminist lens to explore the political and social justice orientation of Black women educators and their commitment to students in urban schools. Three Black women teacher leaders explain their pedagogy and leadership during a period of heightened sociopolitical tension, including racial violence and legislative censorship. Analysis of semistructured interviews revealed three themes: (1) facilitating conversations about race-related current events, (2) de-centering whiteness and teaching the truth, and (3) promoting student safety and wellbeing amidst isolation. The article concludes with recommendations to support Black women educator activists and a more diverse teacher workforce. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474712 |
| Database: | ERIC |
| Abstract: | This article utilizes narrative inquiry and a Black feminist lens to explore the political and social justice orientation of Black women educators and their commitment to students in urban schools. Three Black women teacher leaders explain their pedagogy and leadership during a period of heightened sociopolitical tension, including racial violence and legislative censorship. Analysis of semistructured interviews revealed three themes: (1) facilitating conversations about race-related current events, (2) de-centering whiteness and teaching the truth, and (3) promoting student safety and wellbeing amidst isolation. The article concludes with recommendations to support Black women educator activists and a more diverse teacher workforce. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859231192088 |
