full name / name of organization:
Hilton Kelly, Davidson College and Daniella Cook, University of Tula
This special issue of Educational Studies will address “black teachers theorizing” as an overlooked topic in the literature on black teacher’s lives and work by drawing upon contemporary empirical and theoretical studies that extends and moves beyond culturally relevant instruction and pedagogy. The guest editors seek manuscripts that examine the social and educational theorizing of black teachers throughout the 20th and 21st centuries at all educational levels in the United States. We welcome papers across a range of disciplines within educational studies (e.g., anthropology, curriculum studies, history, philosophy, and sociology) that includes, but is not limited to:
1. Studies that document (and critique) the theorizing of black educators today at all levels, from Pre-K to higher education. Would we be surprised at the educational theorizing that exists among black teachers in schools and classrooms throughout the U.S. today?
2. Studies that highlight black teachers’ thinking and evaluations of past and current educational policies that are rooted in their lives, work, and careers, especially their everyday emotional and pedagogical experiences. How might lived experiences of black educators today inform contemporary educational policy and practice? If we read more studies from black teachers’ point-of-view, would we think differently about “new and improved” fields in education (e.g., inclusive education, urban teacher education, and diversity education)?
3. Studies that look systematically at the relationship between black teachers and their colleagues (e.g., counselors, librarians, social workers, and paraprofessionals). What has been and continues to be the role of counselors, librarians, social workers, and paraprofessionals in schools that either facilitate or challenge the work of black teachers in classrooms, schools, and communities?
4. Studies that explain how race, gender, class, sexuality and/or geography complicate what we know about black teacher theorizing to date. Does race alone matter in how black women think about their classroom practice and school involvement? What does it mean to theorize at the intersections of our social identities as black teachers in schools?
5. Studies that consider the different types of schools in which black teachers work and the concomitant theories and ideologies that influences their lives and work in them. What kinds of theories and ideologies are produced by black teachers in overwhelmingly white schools? What kinds of theories and ideologies are produced by black teachers in all-black school settings?
Final manuscripts will undergo a blind peer review. For initial consideration, please submit an abstract no longer than 500 words by June 17, 2011 to the guest editors, Hilton Kelly, Davidson College (email@example.com) and Daniella Cook, University of Tulsa (firstname.lastname@example.org). Invited authors will need to submit completed manuscripts by August 15, 2011. The special issue is tentatively scheduled to appear in May 2012.