Toward a theory of culturally relevant critical teacher care: African american teachers' definitions and perceptions of care for african american students

Journal of Moral Education

Volumn 39, Issue 4, 2010, Pages 449-467

  Roberts, Mari Ann ^a  

^a CLAYTON STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78049519127     PISSN: 03057240     EISSN: 14653877     Source Type: Journal    
DOI: 10.1080/03057241003754922     Document Type: Article

References (75)

1. Agne, K. (1999) Caring: the expert teacher's edge, in: R. Lipka & T. Brinthaupt (Eds), The role of self in teacher development (Albany, State University of New York), 165-188.
2. Alder, N. (2002) Interpretations of the meaning of care: creating caring relationships in urban middle school classrooms, Urban Education, 37(2), 241-266.
3. Beauboeuf-Lafontant, T. (2002) A womanist experience of caring: understanding the pedagogy of exemplary Black women teachers, Urban Review, 34(1), 71-86.
4. Coffey, A. (1999) The ethnographic self, fieldwork and the representation of identity (London, Sage).
5. Colaizzi, P. F. (1978) Psychological research as the phenomenologist views it, in: R. Vaile and M. King (Eds) Existential phenomenological alternatives for psychology (New York, Oxford University Press), 48-71.
6. Collins, M. & Tamarkin, C. (1982) Marva Collins' way (New York, Putnam).
7. Cooper, P. M. (2002) Does race matter? A comparison of effective Black and White teachers of African American students, in: J. J. Irvine (Ed.) In search of wholeness: African American teachers and their culturally specific classroom practices (New York, Palgrave), 33-45.
8. Creswell, J. W. (1998) Qualitative inquiry and research design: choosing among the five traditions (Thousand Oaks, CA, Sage).
9. Dalton, H. L. (1995) The clouded prism: minority critique of the critical legal studies movement, in: K. Crenshaw, N. Gotanda, G. Peller, and K. Thomas (Eds) Critical race theory: the key writings that formed the movement (New York, New Press), 80-85.
10. DeCuir, J. T. & Dixson, A. D. (2004) So when it comes out they aren't that surprised that it is there: using critical race theory as a tool of analysis of race and racism in education, Educational Researcher, 33(5), 26-30.
11. Derrida, J. (1978) Genesis and structure and phenomenology, in: A. Bass (Ed.) Writing and difference (Chicago, University of Chicago Press).
12. Dillon, D. R. (1989) Showing them that I want them to learn and that I care about who they are: a microethnography of the social organization of a secondary low-track English reading classroom, American Education Research Journal, 26(2), 227-259.
13. Emerson, R.H. (2001) Contemporary field research: perspectives and formulations (Prospect Heights, IL: Waveland Press).
14. Flowers, D. A. (2000) Codeswitching and ebonics in urban adult basic education classrooms, Education and Urban Society, 32(2), 221-236.
15. Foster, M. (1993) Educating for competence in community and culture: exploring the views of exemplary African-American teachers, Urban Education, 27(4), 370-394.
16. Foster, M. (1997) Black teachers on teaching (New York, New Press).
17. Gay, G. (Ed.) (2000) Culturally responsive teaching: theory, research, and practice (New York, Teachers College Press).
18. Gilligan, C. (1982) In a different voice (Cambridge, MA, Harvard University Press).
19. Groenewald, T. (2004) A phenomenological research design illustrated, International Journal of Qualitative Methods, 3(1), 1-26.
20. Howard, T. C. (2001a) Powerful pedagogy for African American students: a case of four teachers, Urban Education, 36(2), 179-202.
21. Howard, T. C. (2001b) Telling their side of the story: African American students' perceptions of culturally relevant teaching, Urban Review, 33(2), 131-149.
22. Howard, T. C. (2002) Hearing footsteps in the dark: African American students' descriptions of effective teachers, Journal of Education for Students Placed at Risk, 7(4), 425-444.
23. Howard, T. C. (2003) A tug of war for our minds: African American high school students' perceptions of their academic identities and college aspirations, High School Journal, 87(1), 4-17.
24. Irvine, J. J. (1990) Black students and school failure (Westport, CT, Praeger).
25. Irvine, J. J. (1999) The education of children whose nightmares come both day and night, Journal of Negro Education, 68(3), 244-254.
26. Irvine, J. J. (2001) Caring, competent teachers in complex classrooms. Charles W. Hunt memorial lecture, presented at the American Association of Colleges for Teacher Education, 53rd Annual Meeting in Dallas, Texas, 2 March (Washington, DC, AACTE Publications).
27. Irvine, J. J. (Ed.) (2002) In search of wholeness: African American teachers and their culturally specific classroom practices (New York, Palgrave).
28. Johnson, S. & Prom-Jackson, S. (1986) The memorable teacher, Journal of Negro Education, 55, 272-283.
29. Jones, F. C. (1982) Dunbar high school of Little Rock: a model of educational excellence, Phi Delta Kappan, 63(8), 540-542.
30. Jorgensen, G. (2006) Kohlberg and Gilligan: duet or duel? Journal of Moral Education, 35(2), 179-196.
31. King, J. E. (1991) Dysconscious racism: ideology, identity and the miseducation of teachers, Journal of Negro Education, 60(2), 133-146.
32. King, S. (1993) The limited presence of African American teachers, Review of Educational Research, 63(2), 115-149.
33. Knight, M. G. (2004) Sensing the urgency: envisioning a Black humanist vision of care in teacher education, Race Ethnicity and Education, 7(3), 211-227.
34. Kohlberg, L. (1984) Essays on moral development. Vol. II: The psychology of moral development (New York, Harper & Row).
35. Ladson-Billings, G. (1995) Toward a theory of culturally relevant pedagogy, American Education Research Journal, 32(3), 465-491.
36. Ladson-Billings, G. (1998) Just what is critical race theory and what's it doing in a nice field like education? Qualitative Studies in Education, 11(1), 7-24.
37. Ladson-Billings, G. (2000) Fighting for our lives: preparing teachers to teach African American students, Journal of Teacher Education, 51(3), 206-214.
38. Ladson-Billings, G. (2009) Just what is critical race theory and what's it doing in a nice field like education? in: E. Taylor, D. Gilborn, & G. Ladson-Billings (Eds) Foundations of critical race theory in education (London, Routledge), 17-36.
39. Ladson-Billings, G. & Tate, W. F. (1995) Toward a critical race theory of education, Teachers College Record, 97(1), 47-68.
40. Lopez, G. R. (2003) The (racially neutral) politics of education: a critical race theory perspective, Educational Administration Quarterly, 39(1), 68-94.
41. Maso, I. (2001) Phenomenology and ethnography, in: P. Atkinson, A. Coffey, S. Delamont, J. Lofland & L. Lofland (Eds) Handbook of ethnography (London, Sage), 136-144.
42. McBee, R. H. (2007) What it means to care: how educators conceptualize and actualize caring, Action in Teacher Education, 29(3), 33-42.
43. Morris, V. G. & Morris, C. L. (2000) Creating caring and nurturing educational environments for African American children (Westport, CT, Bergin and Garvey).
44. Morris, V. G. & Morris, C. L. (2002) Caring: the missing 'C' in teacher education, Journal of Teacher Education, 53(2), 120-122.
45. Noblit, G. W. (1993) Power and caring, American Education Research Journal, 30(1), 23-28.
46. Noblit, G. W., Rogers, D. L. & McCadden, B. M. (1995) In the meantime: the possibilities of caring, Phi Delta Kappan, 76(9), 680-696.
47. Noddings, N. (1984) Caring: a feminine approach to ethics and education (Berkeley, University of California Press).
48. Noddings, N. (1992) The challenge to care in schools: an alternative approach to education (New York, Teachers College Press).
49. Noddings, N. (1995) Teaching themes of care, Phi Delta Kappan, 76(9), 675-680.
50. Noddings, N. (2002a) Educating moral people: a caring alternative to character education (New York, Teachers College Press).
51. Noddings, N. (2002b) Starting at home: caring and social policy (Berkeley, University of California Press).
52. Noddings, N. (2006) Critical lessons: what our schools should teach (New York, Cambridge University Press).
53. Oakes, J. & Lipton, M. (1999) Teaching to change the world (Boston, McGraw-Hill).
54. Owens, L. M. & Ennis, C. D. (2005) The ethic of care in teaching: an overview of supportive literature, Quest the National Association for Kinesiology and Physical Education in Higher Education, 57(4), 392-425.
55. Parker, L., Deyhle, D. & Villenas, S. (Eds) (1999) Race is, race isn't: critical race theory and qualitative studies in education (Boulder, CO, Westview Press).
56. Parker, L., Deyhle, D., Villenas, S. & Nebeker, K. C. (1998) Guest editor's introduction: critical race theory and qualitative studies in education, Qualitative Studies in Education, 11(1), 5-6.
57. Parsons, E. C. (2005) From caring as a relation to culturally relevant caring: a White teacher's bridge to Black students, Equity & Excellence in Education, 38, 25-34.
58. Rist, R. (2002) Student social class and teacher expectations: the self-fulfilling prophecy in ghetto education, Harvard Educational Review, 70(3), 257-301.
59. Roberts, M. A. (2009) African American, European American, or does it make a difference? Teacher perceptions of care for African American students. Unpublished Doctoral Dissertation, Emory University.
60. Rogers, D. & Webb, J. (1991) The ethic of caring in teacher education, Journal of Teacher Education, 42(3), 173-181.
61. Rolón-Dow, R. (2005) Critical care: a color(full) analysis of care narratives in the schooling experiences of Puerto Rican girls, American Education Research Journal, 42(1), 77-111.
62. Sartre, J. P. (1956) Being and nothingness (New York, Washington Square Press).
63. Seidman, I. E. (1991) Interviewing as qualitative research (New York, Teachers College Press).
64. Siddle Walker, V. (1993) Interpersonal caring in the 'good' segregated schooling of African American children: evidence from the case of Caswell County Training School, Urban Review, 25(1), 63-77.
65. Siddle Walker, V. (2000) Valued segregated schools for African American children in the south 1935-1969: a review of common themes and characteristics, Review of Educational Research, 70(3), 253-285.
66. Siddle Walker, V. (2001) African American teaching in the South 1940-1960, American Education Research Journal, 38(4), 755.
67. Siddle Walker, V. & Snarey, J. (Eds) (2004) Race-ing moral formation African American perspectives on care and justice (New York, Teachers College Press).
68. Steele, C. M. (1992) Race and the schooling of Black Americans, Atlantic Monthly, 269(4), 68-78.
69. Strahan, D. B. & Layell, K. (2006) Connecting caring and action through responsive teaching: how one team accomplished success in a struggling middle school, Clearing House, 79(3), 147-153.
70. Tarlow, B. (1996) Caring: a negotiated process that varies, in: S. Gordon, P. Brenner & N. Noddings (Eds) Caregiving: readings in knowledge, practice, ethics and politics (Philadelphia, University of Pennsylvania Press), 56-82.
71. Thompson, A. (2004) Caring and colortalk, in: V. Siddle Walker & J. Snarey (Eds) Race-ing moral formation African American perspectives on care and justice (New York, Teachers College Press), 23-37.
72. United States of America Census Bureau (2000) Census of Population Public Law 94-171 Redistricting Data File. Available online at: http://factfinder.census.gov. (accessed 12 May 2007).
73. USA National Center for Educational Statistics (2004) Percent of high school dropouts (status dropouts) among persons 16 to 24 years old, by sex and race/ethnicity: selected years April 1960 to October 2001, Digest of Education Statistics. Available online at: http://nces.ed.gov/ programs/digest/d03/tables/dt107.asp (accessed 4 June 2005).
74. Ware, F. (2006) Warm demander pedagogy: culturally responsive teaching that supports a culture of achievement for African American students, Urban Education, 41(4), 427-456.
75. Wilder, M. (2000) Increasing African American teachers' presence in American schools: voices of students who care, Urban Education, 35(2), 205-220.