Ain’t I a Teacher? An Inquiry into the Collective and Experiential Dimensions of Teachers’ Practical Knowledge Through the Experience of African American Female Academics
This paper locates itself in the scholarship of teaching, an emerging area of research. Documents and analyzes the situated knowledge that enables professors to foster learning in the classroom.
||Teacher Practical Knowledge, Scholarship of Teaching, Educational Equity, African American Women Scholars, Teacher Positionality
International Journal of Learning, Volume 13, Issue 7, pp.97-104.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 846.936KB).
Roland Mitchell, Assistant Professor in the Higher Education Administration program, joined the ELRC faculty in 2005 upon completion of his PhD from The University of Alabama in Educational Research. His dissertation is entitled Pedagogy, history, and culture: How professors think about race in their classrooms. His primary research interests include the impact of historical and communal knowledge on pedagogy, an exploration of the understandings that allow educators to provide service to students from different cultural, ethnic and social backgrounds, and the theorization of racial identity as it generally relates to collegiate experiences.
T. Corliss Lee is a doctoral candidate and instructor in Health Education and Health Promotion at The University of Alabama, Department of Health Science . Ms. Lee is currently employed by the Alabama Cooperative Extension System. Her work, primarily with African American women, involves community-based education and research aimed at disparities in chronic disease and social justice issues.
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