Welcome to the InfoSci Platform
Who Shall Teach Our Children?

Who Shall Teach Our Children?

Marva Sylvana McClean
Copyright: © 2023 |Pages: 33
ISBN13: 9781668473795|ISBN10: 1668473798|ISBN13 Softcover: 9781668473832|EISBN13: 9781668473801
DOI: 10.4018/978-1-6684-7379-5.ch001
Cite Chapter Cite Chapter

MLA

McClean, Marva Sylvana. "Who Shall Teach Our Children?." The Struggle for Justice, Equity, and Peace in the Global Classroom, edited by Marva McClean, IGI Global, 2023, pp. 1-33. https://doi.org/10.4018/978-1-6684-7379-5.ch001

APA

McClean, M. S. (2023). Who Shall Teach Our Children?. In M. McClean (Ed.), The Struggle for Justice, Equity, and Peace in the Global Classroom (pp. 1-33). IGI Global. https://doi.org/10.4018/978-1-6684-7379-5.ch001

Chicago

McClean, Marva Sylvana. "Who Shall Teach Our Children?." In The Struggle for Justice, Equity, and Peace in the Global Classroom, edited by Marva McClean, 1-33. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7379-5.ch001

Export Reference

Mendeley
Favorite

Abstract

This chapter presents decolonized research methodologies that interrogate the profile of a conscientized teacher, qualified and prepared to teach Black and Brown children within the African Diaspora. Based on research spanning more than twenty years at three school sites, this chapter identifies five specific qualities that characterize a teacher who is conscientized into a historical consciousness that goes beyond narrow margins of the socially constructed race and geographic borders to embrace the humanity of the children within classrooms across the globe. Methodologies and theories including reflexivity, auto-ethnography, life stories, student narratives and social media inquiries are central to the research design that enabled this interrogation of education beyond borders. This international inquiry led to the uncovering of a worldview of what constitutes effective education and who qualifies as an effective teacher. Social media facilitated the crossing of borders and allowed space for collaborative inquiry that touched upon the anxiety and tensions educators face in their practice. It also highlighted the potential international collaborative inquiry holds as a site for creativity which speaks to what is possible in global education that promotes conscientization of the curriculum. In this examination of transnational approaches to educational equity this research has revealed the significance of knowledges beyond the textbook, including stories, spiritual knowledge, and ceremonial practices. Of special importance are transgenerational stories of strength, endurance, and survival transmitted by the students in global classrooms. This research has demonstrated it is impossible to create a model of the good teacher without taking issues of culture and community context into account. The result is a set of strategies that provides insights into how educators may re-conceptualize and reconstruct the classroom as a borderland, a site for both critical analysis and as a potential source of experimentalism that engages the student as central to classroom pedagogy.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.