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Dr. Iesha Jackson Department of Teaching & Learning Doctoral Colloquium November 16, 2018

Dr. Iesha Jackson's presentation focuses on her work as an educator and researcher, examining issues such as overage, under-credited black students, the role of gender in establishing caring relationships, and the impact of critical race theory in school-based mediation. She also explores the importance of educators of color enacting sociopolitical consciousness and educated black women as conscious resistors. The presentation concludes with a discussion on current research, community collaboration, and agitation in urban education.

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Dr. Iesha Jackson Department of Teaching & Learning Doctoral Colloquium November 16, 2018

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  1. Radical Praxis in Teacher Education: Centering Experience, Voice, and Context to Improve Student Outcomes in Urban Schools Dr. Iesha JacksonDepartment of Teaching & Learning Doctoral Colloquium November 16, 2018

  2. Presentation Overview • Becoming a Teacher Educator • Research Schema & Accountability • In Process & Forthcoming Publications • “Overage, Under-credited” Black Students in NYC • Educators of Color Enacting Sociopolitical Consciousness • Educated Black Women as Conscious Resistors • Bringing my Work Full Circle • Current Research, Community Collaboration, and Agitation • Questions and Discussion

  3. Becoming a Teacher Educator • From Education to English to English Educator • Privilege walk • Alternative certification • Teaching with more questions than answers • Teachers College • Introduction to Critical Race Theory • Teaching Residents @ Teachers College • Learning what it means to be mentored • Postdoctoral Journey • (Re)Examining Teacher Education • Assistant Professor of Teacher Education • (Re)Examining myself

  4. Overage, Under-credited Black Students in NYC • Black students confront learning environments that are not conducive to their academic success (Jackson, Sealey-Ruiz, & Watson, 2014; Milner, 2015; Zion & Blanchett, 2011). • Opportunity gaps and educational wounding (Dumas, 2014) can be exacerbated for “overage and under-credited” students (Jackson, 2016). • Structural determinism (Delgado & Stefancic, 2012) has limited the effectiveness of reform efforts intended to increase the academic achievement of Black and Latino students (Caruthers, 2006; Rampey, Dion & Donahue, 2009).

  5. Manuscript in process “It’s this one teacher…I don’t like him”: The role of gender in establishing culturally relevant caring relationships • Black male English teacher with all three Black female participants • Culturally Relevant Caring (Parsons, 2005; Rolón-Dow, 2005; Watson, Sealey-Ruiz, & Jackson, 2016) as an analytic framework • Classroom interactions and Relationships

  6. Manuscript in process Not Suspended but not Protected: A Critical Race Theory Analysis of School-based Mediation for Overage, Under-Credited Black Female Students • Unintended consequences of zero tolerance policies and restorative practices • Culturally Race Theory (Bell, 1995; Crenshaw, 1991; Delgado & Stefancic, 2012; Solórzano & Yosso, 2002) as an analytic framework • Student voice as an essential component of meaningful reforms that improve schooling for Black students

  7. Educators of Color Enacting Sociopolitical Consciousness • Honor the role of educators of color(Farinde, Allen, & Lewis, 2016; Siddle Walker, 2001) • Add to research on culturally relevant pedagogy (Ladson-Billings, 2009), college & career readiness (Conley, 2012) with an emphasis on sociopolitical consciousness • Underscore the importance of professional development

  8. Publication Jackson, I. & Knight-Manuel, M. (2018). “Color Does Not Equal Consciousness”: Educators of Color Learning to Enact a Sociopolitical Consciousness. Journal of Teacher Education, 0022487118783189.

  9. Educated Black Women as Conscious Resistors: How our Mother’s Love Made a Way • Womanish mothering (Abdullah, 2012) • Co/autoethnographic methodology (Coia & Taylor, 2009) • Written with my sister, Trachette L. Jackson, Ph.D. • Redefining the Educated Black Woman: • Intimately knowledgeable, evidenced by wisdom, vision, and cultural/ancestral/spiritual ways of knowing and being

  10. Publication Jackson, I. & Jackson, T. L. (Forthcoming). Educated Black Women as Conscious Resistors: How our Mother’s Love Made a Way.In D. Smith, L. Caruthers & S. Fowler (Eds.), Womanish Black girls: Women resisting the contradictions of silence and voice. Gorham, ME: Meyers Education Press.

  11. Bringing My Work Full Circle • Current Research • Black girls pushed into alternative schools • Expanding “voice” in school reform • Community Collaboration • Coalition building within urban education • School partnering organizations • Agitation • Defining the “urban” in urban education (Milner, 2012) • Countering deficit notions of urban communities and schools through critical self reflection • Internal program evaluation

  12. Questions & Discussion Iesha Jackson, Ed.D. Assistant Professor of Teacher Education University of Nevada Las Vegas

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