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More Than an Ally

Michael L. Boucher
€44.99
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A01=Michael L. Boucher
A01=Michael L. Boucher Jr.
African American students
Author_Michael L. Boucher
Author_Michael L. Boucher Jr.
Category=JBSL
Category=JBSL1
Category=JNF
Category=JNK
Category=JNMT
Category=JNT
Category=VSKB
Classroom teachers
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eq_nobargain
eq_non-fiction
eq_self-help
eq_society-politics
Multicultural teaching
Teaching Black students

Product details

  • ISBN 9781475826548
  • Weight: 286g
  • Dimensions: 153 x 219mm
  • Publication Date: 15 Sep 2020
  • Publisher: Bloomsbury Publishing Plc
  • Publication City/Country: US
  • Product Form: Paperback
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Description

The Caring Solidarity framework is both descriptive and aspirational. It is an attempt to empower White teachers to do the work of interrogating their racial privilege and join in Caring Solidarity with their African American students. The framework can be used to describe teachers who are working in Caring Solidarity with their students and to develop teachers with intention toward Caring Solidarity.

We are in a unique historical moment that demands White teachers become more effective in their schools, classrooms, and communities and for researchers to find ways to describe those teachers who build relationships of solidarity with students. Considering today’s tenor of the conversation around race, picking up this book and considering its contents is an act of defiance of the current climate, and/or one of devotion to the art and craft of teaching children.

Caring Solidarity is not a replacement for current frameworks such as Culturally Sustaining Pedagogy or Abolitionist Pedagogy but is a map for White teachers to journey toward those pedagogies. Everyone starts from somewhere. The path is winding and long but the goal, to create an equitable and humane classroom, is worth the trip. The purpose of this theory is to point the way.
About Michael L. Boucher | Michael L. Boucher Jr.
Michael Boucher in an assistant professor of Curriculum and Instruction at Texas A&M University - San Antonio. He completed his Ph.D. in 2013 in curriculum and instruction with an emphasis in urban education from Indiana University. As a successful urban public school teacher, Michael taught social studies, served as department chair, and coordinated programs. He has taught middle school, high school, online courses, adult diploma, GED, and instructional methods. As a teacher-leader, Michael advocated for his students every day at school, but also in the press, the district, and the statehouse. Michael’s research examines the relationships of solidarity developed between successful White teachers and their students of color in de-facto segregated schools and explores researcher's responsibility to work in solidarity with participants during ethnographic research. Michael studies the interplay between race, power, and curriculum through his varied work exploring the racialization of historical understanding, the impact on White teacher candidates of student teaching experiences abroad, and a cultural studies critique of Ruby Payne’s, “Framework.”

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