Historically Black Cultural Sustainment From the Perspective of Physical Education Teacher Education

• In Event: Marriott Roundtable Session 2
  In Roundtable Session: Asset Pedagogies in Black Education

Abstract

The purpose of this paper is to present a perspective of teacher education for social justice (i.e., cultural sustainment) from the vantage point of an HBCU PETE program. To do this I utilized ethnographic methodology, inspired by Dixson and Dingus (2007) conceptualization of teacher education as the Tyranny of the majority and Juarez, Smith, and Hayes, (2008) argument that social justice means just White people. Results indicated that (1) social justice was rooted in the history and culture of the institution it resided, not just the teacher education program; (2) social justice (i.e., cultural sustainment) was not explicitly stated; and (3) cultural sustainment existed as the preparation of diverse teachers to uplift their own communities and not the mainstream.

Author

• Langston Clark, University of Texas at San Antonio