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The Urban Review

Black Educators Fight Back: Facing and Navigating Vulnerability and Stress in Teacher Development

  • 02-03-2018
Published in:
Author
Conra D. Gist
Published in
The Urban Review | Issue 2/2018

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Abstract

This article examines Black educators’ experiences in Grow Your Own programs along a teacher development continuum at the intersection of social and human development constructs and frameworks, such as double binds and Phenomenological Variant Ecological Systems Theory (PVEST). More robust and nuanced interpretations of how Black educators grow and sustain their presence in the field of education are explored utilizing these analytical tools to determine how Black educators make their way along the teacher development continuum. Findings related to Black educators’ development as they transition as students to teachers, using double bind constructs at each stage of PVEST, are described, and research and praxis questions are extended for implications.

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previous article Growing and Sustaining Black Teachers: Examining Contemporary Research in the Field
next article Policing and Teaching: The Positioning of Black Male Teachers as Agents in the Universal Carceral Apparatus
Title
Black Educators Fight Back: Facing and Navigating Vulnerability and Stress in Teacher Development
Author
Conra D. Gist
Publication date
02-03-2018
Publisher
Springer Netherlands
Published in
The Urban Review / Issue 2/2018
Print ISSN: 0042-0972
Electronic ISSN: 1573-1960
DOI
https://doi.org/10.1007/s11256-018-0446-0
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Other articles of this Issue 2/2018

Correction to: Understanding the Black Teacher Through Metaphor

  • Correction

Growing and Sustaining Black Teachers: Examining Contemporary Research in the Field

Understanding the Black Teacher Through Metaphor

#Blackwomenatwork: Teaching and Retention in Urban Schools

The Black Teacher Project: How Racial Affinity Professional Development Sustains Black Teachers

Winter is Coming: Forecasting the Impact of edTPA on Black Teachers and Teachers of Color