TY - JOUR
T1 - Teaching Against the Grain as an Act of Love
T2 - Disrupting White Eurocentric Masculinist Frameworks Within Teacher Education
AU - Reyes, Ganiva
AU - Radina, Rachel
AU - Aronson, Brittany A.
N1 - Funding Information:
This article was in part supported by the EHS Interdisciplinary Teaching and Curriculum Grant from Miami University, Oxford Ohio. Thank you to Denise Taliaferro Baszile for her feedback and insights on this manuscript. And special thank you to the students and instructors of the Urban Cohort whose work and wisdom influenced this work.
Publisher Copyright:
© 2018, Springer Nature B.V.
PY - 2018/12/1
Y1 - 2018/12/1
N2 - What is radical love in teaching? How can radical love incite change and transformation within teacher education? What does radical love entail to prepare critically minded teachers for urban schools? In this conceptual paper, we respond to these questions through our individual and collective experiences as social justice oriented teacher educators preparing students to teach in urban schools. We engage with our womanist ways of knowing (Walker in In search of our mothers’ gardens: womanist prose, Houghton Mifflin Harcourt, Boston, 2004) and “theory in flesh” (Moraga and Anzaldúa in This bridge called my back: writings by radical women of color, 2nd edn, Kitchen Table/Women of Color Press, New York, 1983) to collaboratively reflect and analyze our conversations, reflective journaling, meetings, and other telling moments about what it means to practice radical love in teaching. More specifically, we identify three central concepts of what love as an act of resistance or teaching against the grain entails: (1) vulnerability, (2) collective support and healing, and (3) critique. Through these concepts we offer a framework from which to practice radical love in teaching and work in solidarity with others to transform oppressive systems in urban (teacher) education.
AB - What is radical love in teaching? How can radical love incite change and transformation within teacher education? What does radical love entail to prepare critically minded teachers for urban schools? In this conceptual paper, we respond to these questions through our individual and collective experiences as social justice oriented teacher educators preparing students to teach in urban schools. We engage with our womanist ways of knowing (Walker in In search of our mothers’ gardens: womanist prose, Houghton Mifflin Harcourt, Boston, 2004) and “theory in flesh” (Moraga and Anzaldúa in This bridge called my back: writings by radical women of color, 2nd edn, Kitchen Table/Women of Color Press, New York, 1983) to collaboratively reflect and analyze our conversations, reflective journaling, meetings, and other telling moments about what it means to practice radical love in teaching. More specifically, we identify three central concepts of what love as an act of resistance or teaching against the grain entails: (1) vulnerability, (2) collective support and healing, and (3) critique. Through these concepts we offer a framework from which to practice radical love in teaching and work in solidarity with others to transform oppressive systems in urban (teacher) education.
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U2 - 10.1007/s11256-018-0474-9
DO - 10.1007/s11256-018-0474-9
M3 - Article
AN - SCOPUS:85053599363
SN - 0042-0972
VL - 50
SP - 818
EP - 835
JO - Urban Review
JF - Urban Review
IS - 5
ER -