Lisette Enumah
Biographic Data
| ID | 1604866 |
|---|---|
| NAME | Lisette Enumah |
| GIVEN NAMES | Lisette |
| FAMILY NAME | Enumah |
| SIGNATURE | ENUMAH L |
| AFFILIATIONS | University of Pennsylvania |
| ORCID | 0000-0003-3612-4171 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Seeking Support in Teacher Education for Racial Knowledge
Drawing from the narrated experiences of teacher educators (TEs) at different institutions, this paper analyzes TEs’ perceptions of support related to their work in teaching about race and racism. TEs varied in the extent to which they viewed their institution as supportive, and they identified factors that signaled that their institution supported teacher learning about race and racism. TEs also described how their racial identities and position…
Core practices for project-based learning
White Supremacy and Teacher Education
Context University-based teacher education programs are increasingly committed to teaching about race and racism, but programs continue to face challenges in preparing justice-oriented educators. Critical scholarship on teaching about race and racism has identified some core concepts that teachers should learn, including an understanding of systemic racism. A deeper understanding of the structure and function of White supremacy as a system, speci…
Interpretive frames for responding to racially stressful moments in history discussions
A recent report by the Southern Poverty Law Center revealed that many history teachers avoid or minimize conversations about race for fear they will trigger “racialized conflict.” This silence should raise alarms, as we know that race and racism permeate the lived experiences of teachers and students and inevitably surface in historical discussions. In this article we use a racially charged moment from a middle school discussion of the New Deal t…
Using Video to Highlight Curriculum-Embedded Opportunities for Student Discourse
History classrooms remain stubbornly resistant to instructional change. We explored whether using classroom video to help teachers identify curriculum-embedded opportunities for student discourse improved their understanding and facilitation of document-based historical discussions. We observed a relationship between teachers' capacity to notice curriculum-embedded opportunities for student discourse in classroom videos and their growth in enacti…
Interpretive frames for responding to racially stressful moments in history discussions
A recent report by the Southern Poverty Law Center revealed that many history teachers avoid or minimize conversations about race for fear they will trigger “racialized conflict.” This silence should raise alarms, as we know that race and racism permeate the lived experiences of teachers and students and inevitably surface in historical discussions. In this article we use a racially charged moment from a middle school discussion of the New Deal t…
Core practices for project-based learning
Using Video to Highlight Curriculum-Embedded Opportunities for Student Discourse
History classrooms remain stubbornly resistant to instructional change. We explored whether using classroom video to help teachers identify curriculum-embedded opportunities for student discourse improved their understanding and facilitation of document-based historical discussions. We observed a relationship between teachers' capacity to notice curriculum-embedded opportunities for student discourse in classroom videos and their growth in enacti…
Interpretive frames for responding to racially stressful moments in history discussions
A recent report by the Southern Poverty Law Center revealed that many history teachers avoid or minimize conversations about race for fear they will trigger “racialized conflict.” This silence should raise alarms, as we know that race and racism permeate the lived experiences of teachers and students and inevitably surface in historical discussions. In this article we use a racially charged moment from a middle school discussion of the New Deal t…
Using Video to Highlight Curriculum-Embedded Opportunities for Student Discourse
History classrooms remain stubbornly resistant to instructional change. We explored whether using classroom video to help teachers identify curriculum-embedded opportunities for student discourse improved their understanding and facilitation of document-based historical discussions. We observed a relationship between teachers' capacity to notice curriculum-embedded opportunities for student discourse in classroom videos and their growth in enacti…
White Supremacy and Teacher Education
Context University-based teacher education programs are increasingly committed to teaching about race and racism, but programs continue to face challenges in preparing justice-oriented educators. Critical scholarship on teaching about race and racism has identified some core concepts that teachers should learn, including an understanding of systemic racism. A deeper understanding of the structure and function of White supremacy as a system, speci…
Core practices for project-based learning
Seeking Support in Teacher Education for Racial Knowledge
Drawing from the narrated experiences of teacher educators (TEs) at different institutions, this paper analyzes TEs’ perceptions of support related to their work in teaching about race and racism. TEs varied in the extent to which they viewed their institution as supportive, and they identified factors that signaled that their institution supported teacher learning about race and racism. TEs also described how their racial identities and position…
Pedagogy (5 works) · Political science (4 works) · Psychology (4 works) · Critical Race Theory in Education (3 works) · Educator Training and Historical Pedagogy (3 works) · Gender Studies (3 works) · Global Education and Multiculturalism (3 works) · Racism (3 works) · Sociology (3 works) · Curriculum (2 works)