Abstract
Black female educators, although disproportionately represented within U.S. public schools, face intense and challenging working environments throughout various teaching workforces. While navigating through school environments cultivated of racialized harm, forced compliance, lack of support for Black students, uncomfortable situations, taking on extra roles and duties, challenges, and anti-Blackness, Black educators’ pedagogical experiences are shaped through their identities and teacher experiences- some that were altered from various encounters. Through asking questions, we highlight four Black women educators' experiences in school settings, their engagement with disservice, and their perspectives. Utilizing collaborative autoethnography as a qualitative method, this study allowed researchers to work in unison to share their personal experiences and professional, relational, and sociocultural identities through further elaboration and utilizing the Black feminist thought framework. Our analyses show how Black educators contribute to teaching by identifying salient themes reflected in each participant’s responses. This study has implications for teaching and teacher education.
Recommended Citation
Redwine Johnson, V., Crawford, A., Grice, S., & Ogletree, Q. (2024). The Esoteric Relationship Among Black Teachers: A Collaborative Autoethnography Exploring How Schools Work as a Disservice to Black Teachers. Black Educology Mixtape "Journal", 2(1). Retrieved from https://repository.usfca.edu/be/vol2/iss1/6