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Resisting Punitive School Discipline: Perspectives And Practices Of Exemplary Urban Elementary Teachers, Elyse Hambacher
Resisting Punitive School Discipline: Perspectives And Practices Of Exemplary Urban Elementary Teachers, Elyse Hambacher
Education
Drawing on the literature related to classroom management, and culturally relevant critical teacher care, and effective teaching for students of color, this paper uses interview and observation data to explore the perspectives and practices of two exemplary fifth-grade teachers who refuse to rely on punitive discipline with their students of color. Findings revealed that the teachers did not view students’ behavior as challenging-- they viewed behavior simply as one of the many areas they believed it was their responsibility to teach. Their instructional practices focused on coaching students to reach their potential and liberating them from barriers that limit their …
Creating Communities Of Culturally Relevant Critical Teacher Care, Elyse Hambacher, Elizabeth Bondy
Creating Communities Of Culturally Relevant Critical Teacher Care, Elyse Hambacher, Elizabeth Bondy
Education
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 …
Elementary Preservice Teachers As Warm Demanders In An African American School, Elyse Hambacher, Melanie M. Acosta, Elizabeth Bondy, Dorene D. Ross
Elementary Preservice Teachers As Warm Demanders In An African American School, Elyse Hambacher, Melanie M. Acosta, Elizabeth Bondy, Dorene D. Ross
Education
The literature related to warm demanding describes teachers who balance care and authority to create a learning environment that supports a culture of achievement for African American students. Embedded in this stance is sociopolitical consciousness that explicitly links teachers’ care and authority with a larger social justice agenda. Drawing on interviews and online course assignments, we describe two preservice teachers’ conceptions and enactments of warm demanding in full-time elementary school internships in an African American elementary school. Findings reveal that although the preservice teachers communicated similar commitments to warm demanding, they enacted the stance differently, suggesting that while warm demanders …