The Marathon Continues: Black Faculty Awakened & Inspired by Neighborhood Nip to Redesign Community-Engaged Teacher Education Courses

References

• Adjapong, E. S. (2017). Bridging theory and practice in the urban science classroom: A framework for hip-hop pedagogy in STEM. Critical Education, 8(15), 5–23.
   Google Scholar
• Aguirre, A. (2000). Women and minority faculty in the workplace. Jossey-Bass.
   Google Scholar
• Akom, A. A. (2009). Critical hip hop pedagogy as a form of liberatory praxis. Equity & Excellence in Education, 42(1), 52–66. https://doi.org/10.1080/10665680802612519
   Google Scholar
• Baker-Bell, A. (2020). Linguistic justice: Black language, literacy, identity, and pedagogy. Routledge.
   Google Scholar
• Bertrand, S., & Porcher, K. (Hosts). (2020a, July 1). Radical Black self love & healing (Season 2, Episode 8). [Audio podcast]. In Black gaze podcast.
   Google Scholar
• Bertrand, S., & Porcher, K. (2020b). Teacher educators as disruptors redesigning courses in teacher preparation programs to prepare white preservice teachers. Journal of Culture and Values in Education, 3(1), 72–88. https://doi.org/10.46303/jcve.03.01.5
   Google Scholar
• Brown, K. D. (2021). What do Black students need? Exploring perspectives of Black writers writing outside of educational research. Equity & Excellence in Education, 54(1), 79–91. https://doi.org/10.1080/10665684.2020.1863885
   Web of Science ®Google Scholar
• Cole, E. R., McGowan, B. L., & Zerquera, D. D. (2017). First-year faculty of color: Narratives about entering the academy. Equity & Excellence in Education, 50(1), 1–12. https://doi.org/10.1080/10665684.2016.1262300 Education. Equity & Excellence in Education, 54(1), 1927, (1), 1927, DOI: https://doi.org/10.1080/10665684.2020.1863884
   Web of Science ®Google Scholar
• Dillard, C. (2021). The spirit of our work: Black women teachers (re) member. Beacon Press.
   Google Scholar
• Emdin, C. (2016). For white folks who teach in the hood… and the rest of y’all too: Reality pedagogy and urban education. Beacon Press.
   Google Scholar
• Farley, L., Brooks, K., & Pope, K. (2017). Engaging students in praxis using photovoice research. Multicultural Education, 24(2), 49–52.
   Google Scholar
• Harlow, R. (2003). “Race doesn’t matter but…”: The effect of race on professors’ experience and emotion management in the undergraduate classroom. Social Psychology Quarterly, 66(4), 348–363. https://doi.org/10.2307/1519834
   Web of Science ®Google Scholar
• Howard, T. C., & Milner, H. R. (2014). Teacher preparation for urban schools. In R. Milner & K. Lomotey (Eds.), Handbook of urban education (pp. 199–216). Routledge.
   Google Scholar
• Hussle, N. (2019). Bigger Than Life [Song recorded by Nipsey Hussle]. On Nip Hussle The Great: Vol. 2. ALL MONEY IN NO MONEY OUT.
   Google Scholar
• Kirkland, D. (2021). A pedagogy for Black people: Why naming race matters. Equity & Excellence in Education, 54(1), 60–67. https://doi.org/10.1080/10665684.2020.1867018
   Web of Science ®Google Scholar
• Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children. John Wiley & Sons.
   Google Scholar
• Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
   Google Scholar
• McGowan, J. (2000). Multicultural teaching: African-American faculty classroom teaching experiences in predominantly white colleges and universities. Multicultural Education, 8(2), 19–22.
   Google Scholar
• Mitchell, J. (2018, March). The art of being self-made: A conversation with Nipsey Hussle. Forbes. https://www.forbes.com/sites/julianmitchell/2018/03/01/the-art-of-being-self-made-a-conversation-with-nipsey-hussle/
   Google Scholar
• Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50–65.
   Google Scholar
• Morrison, T. (1994). Playing in the dark: Whiteness and the literary imagination. Vintage.
   Google Scholar
• Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic Incorporated.
   Google Scholar
• Palmer, P. J. (1993). To know as we are known: Education as a spiritual journey. HarperOne.
   Google Scholar
• Pope, J., & Joseph, J. (1997). Student harassment of female faculty of African descent in the academy. In L. Benjamin (Ed.), Black women in the academy: Promises and perils (pp. 252–260). University Press of Florida.
   Google Scholar
• Porcher, K. (2020). I don’t have the answers, sway! Teaching secondary literacy methods course using an inquiry model of instruction. New Jersey English Journal, 9(1), 14.
   Google Scholar
• Porcher, K. (2021). Don’t talk about it, be about it: Centering Blackness in a grammar and language English education course. Contemporary Issues in Technology and Teacher Education, 21(2).
   Google Scholar
• Porcher, K., Michael, A., & Mir, C. (2020). Community-engaged teacher education: Redesigning programs to redistribute power and privilege to the community. PDS Partners, 15(3), 11–15.
   Google Scholar
• Porcher, K., & Porcher, K. (2020). Teaching while Black: Best practices for engaging white preservice teachers in discourse focused on individual & cultural diversity in urban schools. Journal of Learning, Teaching & Research, 15(1), 116–134. https://doi.org/10.51830/jultr.6
   Google Scholar
• Saldaña, J. (2015). The coding manual for qualitative researchers (3rd ed.). Sage.
   Google Scholar
• Sealey-Ruiz, Y. (2018, January 5). Yolanda Sealey-Ruiz: The archaeology of the self [Video]. Vimeo. https://vimeo.com/299137829
   Google Scholar
• Sealey-Ruiz, Y. (2021). Arch of self. https://www.yolandasealeyruiz.com/archaeology-of-self
   Google Scholar
• Sharkey, J. (2018). Who’s educating the teacher educators? The role of self-study in teacher education practices (S-STEP) in advancing the research on the professional development of second language teacher educators and their pedagogies. Ikala, Revisita de Lenguaje Y Cultura, 23(1), 15–18. https://doi.org/10.17533/udea.ikala.v23n01a02
   Google Scholar
• Stanley, C. A. (2006). Coloring the academic landscape: Faculty of color breaking the silence in predominantly white colleges and universities. American Educational Research Journal, 43(3), 701–736. https://doi.org/10.3102/00028312043004701
   Google Scholar
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Sage Publications, Inc.
   Google Scholar
• Tuitt, F., Hanna, M., Martinez, L. M., Del Carmen Salazar, M., & Griffin, R. (2009). Teaching in the line of fire: Faculty of color in the academy. Thought & Action, 25(20), 65–74.
   Google Scholar
• Vanassche, E., & Kelchtermans, G. (2015). The state of the art in self-study of teacher education practices: A systematic literature review. Journal of Curriculum Studies, 47(4), 508–528. https://doi.org/10.1080/00220272.2014.995712
   Web of Science ®Google Scholar
• Waddell, J. (2013). Communities as critical partners in teacher education: The impact of community immersion on teacher candidates’ understanding of self and teaching in urban schools. Current Issues in Education, 16(2). https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1198
   Google Scholar
• Wang, C. C., & Burris, M. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education and Behavior, 24(3), 369–387. https://doi.org/10.1177/109019819702400309
   PubMed Web of Science ®Google Scholar
• Williams, D. A. (2009). The critical cultural cypher: Remaking Paulo Freire’s cultural circles using hip hop culture. International Journal of Critical Pedagogy, 2(1), 1–29.
   Google Scholar
• Zygmunt, E., & Clark, P. (2016). Transforming teacher education for social justice. Teachers College Press.
   Google Scholar