"Our Teaching Transcends a Subject Matter": An Inquiry Into Black Women Teachers' Developing Beliefs During Extraordinary Times

• In Event: Race, Language, and Resistance: Ideologies That Shape, (Re)Define, and Disrupt the Field of Teaching

Abstract

This study, framed by theories on Black feminism and critical literacy, examined how two Black women teachers developed their beliefs for teaching literacy in a middle school with a diverse student population. Findings indicate that the participants’ dual efforts to call out deficit ideologies and to constantly grow led to four beliefs about teaching literacy: Upholding students’ humanity, believing in students’ potential, adapting to students’ learning, and teaching a beautiful story about people of Color. This study holds important implications for centering the unique and overlooked perspectives of contemporary Black women educators. This study also study emphasizes the need for educational research to further examine school-level and social factors shaping teachers’ beliefs.

Author

• Chantal Francois, Towson University
  Presenting Author