Where Are We Now? Our Pursuit Toward Culturally Relevant and Equitable Teaching for Black Children

• In Event: Understanding and Promoting Black Children's Positive Development: Researchers Investigating Sociocultural Equity and Race Network

Abstract

Objectives/purposes:
More than two decades ago, Black scholars (Hale, 2001; Hilliard, 1995; King, 1991; Ladson-Billings,1995), wrote about how to create educational excellence for Black children both systematically and within teacher education. Twenty years later, where are we now? In this paper presentation, we will (1) provide an overview of educational outcomes for Black children and the workforce landscape, (2) define and explore educational success within a cultural context that focuses on Black children’s holistic development, and (3) propose a call for action, identifying key principles and guidelines within teacher education that should be considered in the pursuit towards high quality education for Black children.

Perspective(s)/theoretical framework:
Our work draws upon educational frameworks of critical literacy (Muhammad, 2020); abolitionist teaching (Love, 2019), culturally relevant education (Ladson-Billings, 2014), anti-racist education (Escayg, 2020) and anti-bias education (Derman-Sparks & Edwards, 2019).

Methods/techniques/modes of inquiry:
This paper utilizes a methodological approach that is culturally responsive and inclusive of the expertise and voices of subject matter experts within RISER network, U.S. and across the African Diaspora. We conducted a systematic review and a global scan through crowdsourcing (Howe, 2006) on:

· Demographic landscape of early childhood workforce

· Trends in educational outcomes for Black children (Birth-Post-Secondary)

· Practices, policies and standards emphasized in teacher education programs focused on tenants of critical literacy, abolitionist teaching, culturally relevant education and anti-racist education

· Programs, schools and approaches that have been successful in educating Black children

Data sources/evidence/objects/materials:
This proposal completed a systematic review and global scan through crowdsourcing of research and trends in teacher education and Black early childhood education.

Results and/or substantiated conclusions:
Based on our findings, research is needed that replicates Ladson-Billings’ (1994) seminal work examining characteristics of successful Black students but within the context of teacher education exploring the tenants of successful teacher education programs that effectively prepare culturally relevant and equity competent and successful teachers. Furthermore, explicit focus on recruiting and retaining teacher educators, leaders and candidates who express interest and skill in working with Black children and systemically require those candidates to have prolonged immersion in successful approaches within Black education is necessary. Lastly, we uncovered a need for a measure of classroom and teacher quality in the teaching and learning of Black students. During our presentation we will explore an example of a measure that examines how teachers create equitable learning experiences for racially and linguistically diverse children.

Scientific/scholarly significance:
Despite extensive scholarship focused on equity in Black education, our work emphasizes the continued need for teachers and leaders who are effective, motivated, resilient and transformative in the education of Black and Brown children. Our findings urge the need to further explore, identify and produce scholarship that provides models and approaches of excellence in the education of Black students. This paper presentation will engage in a critical conversation with participants about exploring innovative ways we can all lead by example -be disrupters ourselves in educational policy, teacher education practices and teaching and learning experiences that contribute to inequitable education of Black children.

Authors

• Tonia Renee Durden, Georgia State University

• Brian Boyd, The University of Kansas

• Stephanie Michelle Curenton, Boston University