Skinfolk Ain’t Always Kinfolk
The Dangers of Assuming and Assigning Inherent Cultural Responsiveness to Teachers of Color
Bibliographic Data
| ID | 8923724 |
|---|---|
| Authors | Monique Cherry-McDaniel (Central State University, corresponding author) |
| Year | 2018 |
| Volume | 55 |
| Issue | 2 |
| Pages | 241-251 |
| Publication date | 2018-09-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2018.1500912 |
| OpenAlex | W2891577140 |
| Language | EN |
| Citations received | 14 |
| References cited | 18 |
This article details the dangers of assuming that teachers of color are either inherently culturally responsive or prepared in teacher training programs to be more culturally responsive than their White peers. This article calls on Black feminist thought, and indigenous studies to describe what I have termed settler teacher syndrome and to argue that, if not afforded a systematic and explicit training in cultural responsiveness and sustainability, teachers of color have the potential to be as dangerous to students of color as their White counterparts. I use personal narrative to detail my work with teacher candidates at a historically Black college to further illustrate what is necessary to prepare teachers of color to be the public intellectuals and change agents our schools so desperately need
Cultural diversity · Indigenous · Linguistics · Mathematics education · Narrative · Pedagogy · Sociology · Teacher education · Teacher Preparation · White (mutation · Anthropology · Critical Race Theory in Education · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
Broadening Participation in Computing Through Cultivating Teacher Professional Growth
“Kuwentos as Resistance”
How Whiteness Shapes Leaders’ Understanding and Actions Regarding Racially Diversifying the Teacher Pipeline
No me dejaran ir porque they needed me here”
Borderland teaching of Chinese American teachers with Mexican American students
Whiteness in HE and the limitations of representational politics
Protect Black Women Teachers
Cultural Responsiveness and Teacher-Student Relationships in Urban Charter Public Schools
She Can’t Teach Us
Black Educators’ Racial Identity Attitudes and Culturally Relevant Pedagogy
The Classroom is a Reflection of the Real World
Race, Ethnicity, and Immigration
Uplifting Our Voices
Teacher Leadership for Love, Solidarity, and Justice
Recruitment, Retention, and the Minority Teacher Shortage
In Search of Our Mothers’ Gardens
Learning to Teach against the Grain
Studying Diversity in Teacher Education
Teachers, Race, and Student Achievement in a Randomized Experiment
Representative Bureaucracy, Ethnicity, and Public Schools
Warm Demander Pedagogy
Teacher‐Student Racial Congruence, Teacher Perceptions, and Test Performance
Racial Gap in Teachers’ Perceptions of the Achievement Gap
Minority Teachers, Minority Students, and College Matriculation
Latinos and Representative Bureaucracy Testing the Thompson and Henderson Hypotheses1
Cultural Resources and School Success
Historically Black Colleges and Universities in Teacher Education Reform
| Unique citing works | 14 |
|---|---|
| Citations per year | 2 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |