Melanie M Acosta
Dados Biográficos
| ID | 367103 |
|---|---|
| NOME | Melanie M Acosta |
| PRENOMES | Melanie M |
| SOBRENOME | Acosta |
| ASSINATURA | ACOSTA M M |
| AFILIAÇÕES | University of Alabama |
| ORCID | 0000-0001-5326-7268 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 60 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 5 |
Doin’ diversity” in teacher education
Awakening the essence of classroom community building
In continuing the legacy of community-mindedness, good Black educators today consistently enact emancipatory pedagogies designed to protect Black children’s personhood. Cultivating community in the classroom setting is one ritual they use toward affirming young Black children’s literate character, presence, and pursuits, and they do so in the midst of constant disruption to Black children’s language and literacy development imposed by eurocentric…
In Dialogue
Preview this article: In Dialogue: Radical Futures of Black Literacies and Black Education, Page 1 of 1 /docserver/preview/fulltext/rte/57/1/researchintheteachingofenglish32003-1.gif
Come and get your soul food”
In this paper, we contribute to the work in progress which outlines the contours of the praxis of Black intellectual traditions by illuminating the ways in which the pedagogy of Black teachers can serve as a model useful for the preparation of preservice and inservice teachers. Researchers have documented that the successful Black educators employ practices derived from critical perspectives that serve as the conduit for their instruction and int…
Determinants of Black families’ access to a community‐based STEM program
The purpose of this study was to uncover determinants of Black families’ access to STEM enrichment, specifically focusing on I AM STEM—a community‐based program. Our research examined the association between class membership and how families learned about I AM STEM, to provide a more nuanced understanding about how family dynamics influence Black parents’ access to educational enrichment programs for their children. This study draws from Bronfenb…
The Paradox of Pedagogical Excellence Among Exemplary Black Women Educators
Research has documented that effective Black educators ignite the torch and light the path toward effectively meeting the needs of all students, particularly African American. However, descriptions of "highly qualified" teachers often ignore the critical insights and practices that undergird the success of Black teachers, and one consequence of this pedagogical negligence has been the professional alienation of effective Black female educators. T…
Development of liberatory pedagogy in teacher education
Simulating Oppression
No Time for Messin’ Around!” Understanding Black Educator Urgency
Studies of effective Black educators describe the teacher’s sense of urgency as the guiding perspective that manifests in their authoritative, insistent manner. Although the bulk of this work offers snapshots of insistence in practice, less is known about the perspectives that undergird Black educator urgency. Using collaborative inquiry methodology framed within an emancipatory theoretical perspective, this article describes the sociocultural fa…
"Why Seek the Living Among the Dead?" African American Pedagogical Excellence
Although teacher diversity, teacher preparation, and student achievement are contemporary and overlapping issues, they have suffered from the absence of African American educational principles and traditions. African Americans cultivated a sophisticated system of developing and supporting numbers of African American teachers; however, U.S. sociopolitical tactics have suppressed this method, which presently, has obscured the potential of this appr…
Counternarratives of students’ experiences returning to comprehensive schools from an involuntary disciplinary alternative school
Educators’ excessive uses of exclusionary discipline have led to increased placements of students in disciplinary alternative schools, but few studies examine student experiences after their alternative school placements. Using a theoretical framework informed by critical race theory and the role of the discourse of safety in student discipline, we compose the counternarratives of nine middle school students’ experiences with the transition from …
EDG 6931 Writes Back!' Black Studies as Emancipatory Resistance to Neoliberal Tyranny in Teacher Education
Academics have a responsibility to raise human consciousness and make connections to those elements of power and politics often hidden from public view, yet the strong arm of neoliberalism has tightened its grip on the structure, and scope of higher education and this includes the moral rigor of teacher education courses. Therefore, emancipatory learning spaces are critical to the development of competent and conscious educators. This article pre…
Elementary Preservice Teachers as Warm Demanders in an African American School
Becoming Warm Demanders
In the literature on culturally responsive pedagogy warm demanders are teachers who embrace values and enact practices that are central to their students’ success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be warm demanders for their predominantly African American elementary school students, the authors answer …
"Why Seek the Living Among the Dead?" African American Pedagogical Excellence
Although teacher diversity, teacher preparation, and student achievement are contemporary and overlapping issues, they have suffered from the absence of African American educational principles and traditions. African Americans cultivated a sophisticated system of developing and supporting numbers of African American teachers; however, U.S. sociopolitical tactics have suppressed this method, which presently, has obscured the potential of this appr…
Becoming Warm Demanders
In the literature on culturally responsive pedagogy warm demanders are teachers who embrace values and enact practices that are central to their students’ success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be warm demanders for their predominantly African American elementary school students, the authors answer …
No Time for Messin’ Around!” Understanding Black Educator Urgency
Studies of effective Black educators describe the teacher’s sense of urgency as the guiding perspective that manifests in their authoritative, insistent manner. Although the bulk of this work offers snapshots of insistence in practice, less is known about the perspectives that undergird Black educator urgency. Using collaborative inquiry methodology framed within an emancipatory theoretical perspective, this article describes the sociocultural fa…
The Paradox of Pedagogical Excellence Among Exemplary Black Women Educators
Research has documented that effective Black educators ignite the torch and light the path toward effectively meeting the needs of all students, particularly African American. However, descriptions of "highly qualified" teachers often ignore the critical insights and practices that undergird the success of Black teachers, and one consequence of this pedagogical negligence has been the professional alienation of effective Black female educators. T…
Counternarratives of students’ experiences returning to comprehensive schools from an involuntary disciplinary alternative school
Educators’ excessive uses of exclusionary discipline have led to increased placements of students in disciplinary alternative schools, but few studies examine student experiences after their alternative school placements. Using a theoretical framework informed by critical race theory and the role of the discourse of safety in student discipline, we compose the counternarratives of nine middle school students’ experiences with the transition from …
Development of liberatory pedagogy in teacher education
EDG 6931 Writes Back!' Black Studies as Emancipatory Resistance to Neoliberal Tyranny in Teacher Education
Academics have a responsibility to raise human consciousness and make connections to those elements of power and politics often hidden from public view, yet the strong arm of neoliberalism has tightened its grip on the structure, and scope of higher education and this includes the moral rigor of teacher education courses. Therefore, emancipatory learning spaces are critical to the development of competent and conscious educators. This article pre…
Come and get your soul food”
In this paper, we contribute to the work in progress which outlines the contours of the praxis of Black intellectual traditions by illuminating the ways in which the pedagogy of Black teachers can serve as a model useful for the preparation of preservice and inservice teachers. Researchers have documented that the successful Black educators employ practices derived from critical perspectives that serve as the conduit for their instruction and int…
Becoming Warm Demanders
In the literature on culturally responsive pedagogy warm demanders are teachers who embrace values and enact practices that are central to their students’ success. Few scholars have examined the experience of novice teachers who attempt to enact this stance. In this study of two first-year, female, European American teachers who attempted to be warm demanders for their predominantly African American elementary school students, the authors answer …
Elementary Preservice Teachers as Warm Demanders in an African American School
Counternarratives of students’ experiences returning to comprehensive schools from an involuntary disciplinary alternative school
Educators’ excessive uses of exclusionary discipline have led to increased placements of students in disciplinary alternative schools, but few studies examine student experiences after their alternative school placements. Using a theoretical framework informed by critical race theory and the role of the discourse of safety in student discipline, we compose the counternarratives of nine middle school students’ experiences with the transition from …
EDG 6931 Writes Back!' Black Studies as Emancipatory Resistance to Neoliberal Tyranny in Teacher Education
Academics have a responsibility to raise human consciousness and make connections to those elements of power and politics often hidden from public view, yet the strong arm of neoliberalism has tightened its grip on the structure, and scope of higher education and this includes the moral rigor of teacher education courses. Therefore, emancipatory learning spaces are critical to the development of competent and conscious educators. This article pre…
Development of liberatory pedagogy in teacher education
Simulating Oppression
No Time for Messin’ Around!” Understanding Black Educator Urgency
Studies of effective Black educators describe the teacher’s sense of urgency as the guiding perspective that manifests in their authoritative, insistent manner. Although the bulk of this work offers snapshots of insistence in practice, less is known about the perspectives that undergird Black educator urgency. Using collaborative inquiry methodology framed within an emancipatory theoretical perspective, this article describes the sociocultural fa…
"Why Seek the Living Among the Dead?" African American Pedagogical Excellence
Although teacher diversity, teacher preparation, and student achievement are contemporary and overlapping issues, they have suffered from the absence of African American educational principles and traditions. African Americans cultivated a sophisticated system of developing and supporting numbers of African American teachers; however, U.S. sociopolitical tactics have suppressed this method, which presently, has obscured the potential of this appr…
The Paradox of Pedagogical Excellence Among Exemplary Black Women Educators
Research has documented that effective Black educators ignite the torch and light the path toward effectively meeting the needs of all students, particularly African American. However, descriptions of "highly qualified" teachers often ignore the critical insights and practices that undergird the success of Black teachers, and one consequence of this pedagogical negligence has been the professional alienation of effective Black female educators. T…
Determinants of Black families’ access to a community‐based STEM program
The purpose of this study was to uncover determinants of Black families’ access to STEM enrichment, specifically focusing on I AM STEM—a community‐based program. Our research examined the association between class membership and how families learned about I AM STEM, to provide a more nuanced understanding about how family dynamics influence Black parents’ access to educational enrichment programs for their children. This study draws from Bronfenb…
Awakening the essence of classroom community building
In continuing the legacy of community-mindedness, good Black educators today consistently enact emancipatory pedagogies designed to protect Black children’s personhood. Cultivating community in the classroom setting is one ritual they use toward affirming young Black children’s literate character, presence, and pursuits, and they do so in the midst of constant disruption to Black children’s language and literacy development imposed by eurocentric…
In Dialogue
Preview this article: In Dialogue: Radical Futures of Black Literacies and Black Education, Page 1 of 1 /docserver/preview/fulltext/rte/57/1/researchintheteachingofenglish32003-1.gif
Come and get your soul food”
In this paper, we contribute to the work in progress which outlines the contours of the praxis of Black intellectual traditions by illuminating the ways in which the pedagogy of Black teachers can serve as a model useful for the preparation of preservice and inservice teachers. Researchers have documented that the successful Black educators employ practices derived from critical perspectives that serve as the conduit for their instruction and int…
Doin’ diversity” in teacher education
Pedagogy (14 obras) · Sociology (14 obras) · Critical Race Theory in Education (11 obras) · Psychology (10 obras) · Teacher Education and Leadership Studies (10 obras) · Political science (8 obras) · Teacher education (8 obras) · Gender Studies (5 obras) · Anthropology (4 obras) · Gender Studies (4 obras)