Hear me yell, hear me cry, just listen!: exploring the efficacy of African American teachers through narrative





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This study was conducted to examine the experiences, both personally and professionally, of African American teachers. Data was collected through three part interviews to address these goals: (1) to provide insight into the causes and solutions of the poor academic achievement of African American children (achievement gap) from the perspective of African American teachers, (2) to create an interpretive account of African American teachers insights, advice, and thoughts for current and future African American teachers, (3) to document strategies and recommendations African American teachers believe will improve the recruitment and retention of African American teachers, and (4) to create an illuminative narrative that reflects the diverse views and experiences of African American teachers. Each participant's interview was analyzed through the development of a narrative. The researcher's narrative is based on autoethnography. The individual narratives reflect the participants' childhood, young adulthood, and teaching experience. A cross analysis of the narratives revealed very similar classroom practices rooted in culturally relevant pedagogy, as well Black teachers serving as advocates for African American students. Furthermore, the cross analysis also revealed similar thoughts about No Child Left Behind, special education, racism in schools, and classroom management.

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