Keisha Mcintosh Allen
Dados Biográficos
| ID | 212201 |
|---|---|
| NOME | Keisha Mcintosh Allen |
| PRENOMES | Keisha Mcintosh |
| SOBRENOME | Allen |
| ASSINATURA | ALLEN K M |
| AFILIAÇÕES | University of Maryland, Baltimore County |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 20 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
Covid as Crucible
This article juxtaposes neoliberal, high-stakes accountability policy solutions within an urban school with findings about a humanizing professional learning community offered during the start of the COVID-19 pandemic as an example of a paradigm shift to ameliorate inequities embedded within P-12 urban schools
Professional Capital and Responses to Student Diversity
Full-service community schools (FSCSs) are designed to provide historically underserved students with more equitable educational experiences. Yet, the literature has given scant attention to how teachers help to fulfill the promise of these schools. Integrating two critical constructs in education—professional capital and culturally relevant and responsive pedagogy (CRP)—this article addresses the current gap by examining the role of teachers in …
Investigating Preservice Black Male Teachers’ Identity as Men, Teachers, and Researchers Through Undergraduate Research
Research of preservice Black male teachers’ experiences in teacher education programs is limited in general and specifically at Historically Black Colleges and Universities (HBCUs). Moreover, there is little research about the initiatives established to support Black men in teacher education programs, such as undergraduate research experiences. Thus, this participatory action research project uses African American male theory and the scholar iden…
Transformative vision
Purpose This paper aims to examine how a Black male teacher made sense of the ways racism and white supremacy function in schools and constrains his practice by addressing the question: How does a culturally relevant Black male teacher engage a racial perspective in his pedagogy and make sense of the socio-political context of his practice? Design/methodology/approach This qualitative case study draws its data from semi-structured interviews and …
Complicating Culturally Relevant Pedagogy
This study presents findings from a case study of 18 second- and 1.5-generation West African immigrants. We draw upon notions of elusive culture and indigenous knowledges to highlight participants' complex cultural identities and respond to anti-immigration discourses through positioning West African immigrant students as assets in American classrooms. We extend culturally relevant theory in order to reflect the heterogeneity of Black immigrant e…
Complicating Culturally Relevant Pedagogy
This study presents findings from a case study of 18 second- and 1.5-generation West African immigrants. We draw upon notions of elusive culture and indigenous knowledges to highlight participants' complex cultural identities and respond to anti-immigration discourses through positioning West African immigrant students as assets in American classrooms. We extend culturally relevant theory in order to reflect the heterogeneity of Black immigrant e…
Transformative vision
Purpose This paper aims to examine how a Black male teacher made sense of the ways racism and white supremacy function in schools and constrains his practice by addressing the question: How does a culturally relevant Black male teacher engage a racial perspective in his pedagogy and make sense of the socio-political context of his practice? Design/methodology/approach This qualitative case study draws its data from semi-structured interviews and …
Professional Capital and Responses to Student Diversity
Full-service community schools (FSCSs) are designed to provide historically underserved students with more equitable educational experiences. Yet, the literature has given scant attention to how teachers help to fulfill the promise of these schools. Integrating two critical constructs in education—professional capital and culturally relevant and responsive pedagogy (CRP)—this article addresses the current gap by examining the role of teachers in …
Covid as Crucible
This article juxtaposes neoliberal, high-stakes accountability policy solutions within an urban school with findings about a humanizing professional learning community offered during the start of the COVID-19 pandemic as an example of a paradigm shift to ameliorate inequities embedded within P-12 urban schools
Complicating Culturally Relevant Pedagogy
This study presents findings from a case study of 18 second- and 1.5-generation West African immigrants. We draw upon notions of elusive culture and indigenous knowledges to highlight participants' complex cultural identities and respond to anti-immigration discourses through positioning West African immigrant students as assets in American classrooms. We extend culturally relevant theory in order to reflect the heterogeneity of Black immigrant e…
Transformative vision
Purpose This paper aims to examine how a Black male teacher made sense of the ways racism and white supremacy function in schools and constrains his practice by addressing the question: How does a culturally relevant Black male teacher engage a racial perspective in his pedagogy and make sense of the socio-political context of his practice? Design/methodology/approach This qualitative case study draws its data from semi-structured interviews and …
Investigating Preservice Black Male Teachers’ Identity as Men, Teachers, and Researchers Through Undergraduate Research
Research of preservice Black male teachers’ experiences in teacher education programs is limited in general and specifically at Historically Black Colleges and Universities (HBCUs). Moreover, there is little research about the initiatives established to support Black men in teacher education programs, such as undergraduate research experiences. Thus, this participatory action research project uses African American male theory and the scholar iden…
Professional Capital and Responses to Student Diversity
Full-service community schools (FSCSs) are designed to provide historically underserved students with more equitable educational experiences. Yet, the literature has given scant attention to how teachers help to fulfill the promise of these schools. Integrating two critical constructs in education—professional capital and culturally relevant and responsive pedagogy (CRP)—this article addresses the current gap by examining the role of teachers in …
Covid as Crucible
This article juxtaposes neoliberal, high-stakes accountability policy solutions within an urban school with findings about a humanizing professional learning community offered during the start of the COVID-19 pandemic as an example of a paradigm shift to ameliorate inequities embedded within P-12 urban schools
Pedagogy (5 obras) · Sociology (5 obras) · Political science (4 obras) · Teacher Education and Leadership Studies (4 obras) · Critical Race Theory in Education (3 obras) · Gender Studies (3 obras) · Gender Studies (3 obras) · Social science (3 obras) · Medical education (2 obras) · Medicine (2 obras)