Abstract
This article draws on the literature on effective African American teachers of African American students to investigate the enactments of culturally relevant critical teacher care (CRCTC) in two fifth-grade teachers’ (one White and one Black) classrooms in a large, urban school district. Using interview and observation data, the findings illustrate the teachers’ knowledge of potential constraints upon their students’ futures. This knowledge catalyzed their enactment of a particular kind of care designed to prepare their students with the dispositions, knowledge, and skills to construct what Carl Grant has called “flourishing lives.” The teachers’ practices illustrate classroom spaces ripe for high quality teaching, learning, and liberation of students of color. The study reveals the transformative potential of culturally relevant critical teacher care, a form of care that is explicitly linked to a larger social justice agenda.
Department
Education
Publication Date
12-9-2016
Journal Title
Action in Teacher Education
Publisher
Taylor & Francis
Digital Object Identifier (DOI)
10.1080/01626620.2016.1226206
Document Type
Article
Recommended Citation
Hambacher, E. & Bondy, E. (2016). Creating communities of culturally relevant critical teacher care. Action in Teacher Education, 38(4), 327-343. http://www.tandfonline.com/10.1080/01626620.2016.1226206
Comments
This is an Author’s Original Manuscript of an article published by Taylor & Francis in Action in Teacher Education on 09 Dec 2016, available online: http://www.tandfonline.com/10.1080/01626620.2016.1226206.