Aided with critical-race theory (Ladson-Billings, 1998), culturally responsive pedagogy tenets (Gay, 2002), and culturally sustaining pedagogy philosophy (Paris, 2012). The…
Abstract
Purpose
Aided with critical-race theory (Ladson-Billings, 1998), culturally responsive pedagogy tenets (Gay, 2002), and culturally sustaining pedagogy philosophy (Paris, 2012). The purpose of this paper is to make a two-pronged argument that: the killing of blacks has taken many forms, physical, moral, intellectual, cultural, and financial; and through its endorsement of racist policies, the education domain is a covert partaker in the killing of black lives. The author proceeds to tell her story of how lived experience, i.e., related to racism and inequities, inspired her to implement a curriculum that saves lives. She then proposes actionable measures that leaders of schools of education can take to show that they are allies of anti-black-racism and racial equity voices in education.
Design/methodology/approach
Methodologically, this paper is situated in the intersection of three methodological models, which share the use of narrative as a source of evidence: critical participatory action research, critical autoethnography and narrative inquiry.
Findings
The author’s narrative of lived experience, demonstrates the difficulty of black faculty of education to prepare nonblack educators who save black children’s lives and the author’s determination to tailor her syllabus to that urgent goal.
Originality/value
This study is one of its kind in claiming that ill-prepared teachers can “kill lives” and advocating that “saving lives” should be the mission of teacher preparation programs, especially those in high-diversity urban schools.
Details
Keywords
Lilian Naa Obiorkor Tetteh, Amani Zaier and Faith Maina
This study aims to examine the challenges of immigrant black female faculty (IBFFs) from Africa who have joined the American professoriate and also explore the cognitive…
Abstract
Purpose
This study aims to examine the challenges of immigrant black female faculty (IBFFs) from Africa who have joined the American professoriate and also explore the cognitive processing behind student and staff perception and expectations of immigrant professors of color. This category of scholars faces the intersectional “triple bind” of being females, immigrants and people of color; as a result, they may encounter peculiar challenges in their professional practice. Hence, throwing light on their experiences will help advance robust supportive systems that are essential to promoting all-inclusive staff productivity and the internationalization drive of post-secondary institutions.
Design/methodology/approach
Through the narrative analysis approach, the authors capitalized on the life histories, perspectives and experiences of eight IBFFs from Africa serving in US universities to offer new insights into this group’s roles, difficulties and triumphs. In-depth interviews that lasted for about 1–2 h per participant were transcribed and key themes were analyzed.
Findings
The authors found that IBBFs face a couple of challenges in their quest to transition and serve in the American professoriate. Some of the identified challenges include labor market discrimination, discounting of academic work and credentials, unfair evaluation, cultural taxation and lack of supportive work environment.
Originality/value
While previous studies focused on challenges that black female faculty (BFF) face in joining academia, little is known about the academic voyage of IBBFs pursuing careers in higher education. The objective of this study is to address this gap and, by extension, broaden the discourse on equity, diversity and inclusion within the academic landscape.