Sources of Knowledge of Black American Women English-Medium Teachers in the United Arab Emirates

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Teachers Beyond Borders: Languages, Learning, and Educator Identity

Abstract

Drawing upon Collins’ (2000) Black feminist epistemological framework and the concept of sources of teaching knowledge as theoretical and analytical frameworks, this case study asks, What sources of knowledge do Black American women PreK-5 English-medium teachers (EMTs) draw on in the United Arab Emirates (UAE)? Through a series of phenomenological inquiry interviews, the participants share and make sense of the cultural, linguistic, and professional experiences they apply to their practice as EMTs. Preliminary findings indicate that Black American women EMTs draw on a range of intersectional (racial, gendered, classed) and professional (training, professional development) identity resources in their UAE classroom practice.

Author

• Andwatta Barnes, University of Michigan - Ann Arbor