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"I'm a Teacher, I'm Gonna Always Protect You": Understanding Black Educators' Protection of Black Children.

ABSTRACT: Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show how Black educators disrupt the racialized harm produced within schools to instead (re)position Black students as children worthy of protection via caring relationships, alternative discipline policies, and other interpersonal and institutional mechanisms. This study has implications for teaching, teacher education, and how the "work" of teachers is conceptualized and researched.

SUBMITTER: de Royston MM

PROVIDER: S-EPMC11364349 | biostudies-literature | 2021 Feb

REPOSITORIES: biostudies-literature

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"I'm a Teacher, I'm Gonna Always Protect You": Understanding Black Educators' Protection of Black Children.

de Royston Maxine McKinney MM Madkins Tia C TC Givens Jarvis R JR Nasir Na'ilah Suad NS

American educational research journal 20200512 1

Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show how Black educators disrupt the racialized harm p ...[more]

PMID: 39221111

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Project description:Aims and objectivesIn this study, we aimed to characterize the impact of long COVID on quality of life and approaches to symptom management among Black American adults.BackgroundAs a novel condition, qualitative evidence concerning long COVID symptoms and their impact on quality of life can inform the refinement of diagnostic criteria and care plans. However, the underrepresentation of Black Americans in long COVID research is a barrier to achieving equitable care for all long COVID patients.DesignWe employed an interpretive description study design.MethodsWe recruited a convenience sample of 15 Black American adults with long COVID. We analysed the anonymized transcripts from race-concordant, semi-structured interviews using an inductive, thematic analysis approach. We followed the SRQR reporting guidelines.ResultsWe identified four themes: (1) The impact of long COVID symptoms on personal identity and pre-existing conditions; (2) Self-management strategies for long COVID symptoms; (3) Social determinants of health and symptom management; and (4) Effects on interpersonal relationships.ConclusionFindings demonstrate the comprehensive ramifications of long COVID on the lives of Black American adults. Results also articulate how pre-existing conditions, social risk factors, distrust due to systemic racism, and the nature of interpersonal relationships can complicate symptom management.Relevance to clinical practiceCare approaches that support access to and implementation of integrative therapies may be best suited to meet the needs of long COVID patients. Clinicians should also prioritize eliminating patient exposure to discrimination, implicit bias, and microaggressions. This is of particular concern for long COVID patients who have symptoms that are difficult to objectively quantify, such as pain and fatigue.No patient or public contributionWhile patient perspectives and experiences were the focus of this study, patients were not involved with the design or conduct of the study, data analysis or interpretation, or writing the manuscript.

Project description:Citizen science represents an important opportunity for school students to make real-world connections with science through context-based learning with the potential to increase their engagement, enjoyment and understanding of science. However, to date, citizen science has not experienced wide uptake in school settings and there is a paucity of information about its implementation in the classroom. Here we present a mixed-method approach investigating teachers' knowledge and use of citizen science in Australian classrooms. We explored teachers' experience and perceptions of citizen science, and opportunities and barriers to incorporate citizen science as an educational approach through an online questionnaire. Among the teachers surveyed, 45% (n = 295) had personally participated in citizen science outside of school and 41% (n = 283) had incorporated citizen science projects in classroom lessons. Teachers (45%, n = 295) reported participating in citizen science initiatives multiple times. Also, most projects that teachers were involved in (77%, n = 292) were related to ecological studies, such as species monitoring. Citizen science was reported to be a relatively new approach; used by teachers for less than a year on average. The main challenges included a lack of knowledge, time, confidence, and clarity regarding citizen science project alignment with the Australian curriculum. Additionally, 92% of respondents said they would be more encouraged to use citizen science in classrooms if projects were aligned to the curriculum. Identifying ways to increase teachers' openness to incorporate citizen science in their classrooms is crucial to its successful widespread, long-term, and meaningful implementation. Encouraging broader participation of teachers in citizen science based on their previous experiences could address their expectations and increase their confidence and feeling of ownership. These research findings suggest that meaningful and applicable citizen science programs could be co-created by addressing resource limitations and curriculum alignment challenges. Implementing solutions to these barriers is likely to contribute to the development of sustainable school-inclusive citizen science projects, with potential to positively impact science education in the long-term.

Dataset Information

"I'm a Teacher, I'm Gonna Always Protect You": Understanding Black Educators' Protection of Black Children.

Publications

"I'm a Teacher, I'm Gonna Always Protect You": Understanding Black Educators' Protection of Black Children.

Similar Datasets

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