Seeking a Way: A White Teacher’s Journey from Critical Race Theory to Black Power Pedagogy

Alexander B Pratt

Abstract


This article is the proposal and application of a teacher reflective practice method.  This method was informed by the teacher practical knowledge movement, narrative inquiry, and racial realism as theorized by Derrick Bell.  The method includes five steps: (1) restorying past experience, (2) listening/learning/problematizing one’s perspective through the study of other perspectives, in this case, the work of critical race theory and the writing of the Black Power Movement, (3) creating a new narrative of possible future teaching, and (4) problematizing again that new narrative.  The final step of this method, which I do not discuss in this paper, is the application of that future narrative to actual teaching practice.  The explanation of this method is interwoven with the author’s application of it to their teaching experience working in a fifth grade language arts classroom.


Keywords


Currere, Racial Realism, Black Power, Narrative

Full Text:

PDF



JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563