Don’t Talk About it, Be About it: Centering Blackness in a Grammar and Language English Education Course
Kisha Porcher, University of Delaware, United States
CITE Journal Volume 21, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
At the start of the pandemic, a lot of talk occurred about reimagining education, especially since the inception of schooling in America is not built for Black children. Research has examined the violence against Black children in schools, not to mention the double pandemic that they are experiencing with COVID-19 and the country’s history of racism. As a Black scholar-practitioner, this author was hopeful for the future of education and teacher education. As the school year approached, however, and universities made a decision about virtual, hybrid, or in-person teaching and learning, the author noticed that the content or pedagogical practices had not changed or been reimagined, especially in English Education teacher preparation programs. As an effort to shift from talking about reimagining to action, the author utilized the framework of being, learning and teaching, and technology as a pedagogical tool to center Blackness in redesigning the course, English Language: Grammar and Usage, that did not enact linguistic violence or center white Mainstream English (Baker-Bell, 2020).
Porcher, K. (2021). Don’t Talk About it, Be About it: Centering Blackness in a Grammar and Language English Education Course. Contemporary Issues in Technology and Teacher Education, 21(2), 266-296. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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