Because of the Kids : Facing Racial and Cultural Differences in Schools (Practitioner Inquiry, Volume 18)

This fascinating account details the story of two teacher-researchers–Jennifer, who is African American, and Karen, who is White–as they set out on a collaborative three-year study to explore the impact of racial and cultural differences in Karen’s urban middle school classroom. Not anticipating that their own differences would become a threat to their project, the two women describe how they learn to confront and deal with the challenges they face so that they can work together. Their study presents the difficulties and importance of collaborations between teachers from different racial and cultural backgrounds as well as keen insights into how race and culture evolve in teacher-student interactions. Of particular interest is an interview with the authors by Lisa Delpit and Dr. Delpit’s analysis of their experience. Teachers and researchers will also find valuable practical advice about conducting cross-cultural collaboration and suggestions for persevering during difficult times. Foreword......Page 7 Acknowledgments......Page 10 Introduction......Page 13 BACKGROUND OF OUR STUDY......Page 14 BECAUSE OF THE KIDS......Page 18 OUTLINE OF BOOK......Page 19 CHILDHOOD MEMORIES......Page 21 COLLEGE EXPERIENCES......Page 26 SUMMARY......Page 30 CHAPTER 2: Perceptions of African American Students......Page 32 WORKING WITH AFRICAN AMERICAN CHILDREN......Page 33 FROM DIFFERENT BEGINNINGS TO A COMMON GOAL......Page 42 CHAPTER 3: Critical Moments in Teacher Research......Page 44 CONFLICTING COMMUNICATION STYLES: THE STUDENT QUESTIONNAIRE......Page 45 NEGOTIATING THE MENTORING RELATIONSHIP......Page 54 CHAPTER 4: Racial and Cultural Perspectives on Student Behavior......Page 58 EXPECTATIONS......Page 59 TEACHER AUTHORITY......Page 67 STUDENT DISCIPLINE......Page 71 GAUGING STUDENT RESPONSES......Page 74 KAREN’S RISKS......Page 76 JENNIFER’S RISKS......Page 81 ANTICIPATING THE DIFFICULTIES......Page 89 REFLECTIONS ON “HERSTORIES”......Page 90 PERCEPTIONS OF AFRICAN AMERICAN STUDENTS......Page 92 CONFLICTING COMMUNICATION STYLES......Page 95 FINAL REFLECTIONS......Page 104 TO ALL TEACHERS OF AFRICAN AMERICAN STUDENTS AND THEIR POTENTIAL MENTORS......Page 105 TEACHER COLLABORATION IN THE CLASSROOM......Page 108 MAKING CHANGES IN TEACHER EDUCATION PROGRAMS......Page 113 A FINAL SUMMARY......Page 115 THEORETICAL FRAMEWORK......Page 119 DOING THE RESEARCH......Page 120 THE CLASSROOM......Page 121 RESEARCH METHODS......Page 122 References......Page 129 B......Page 133 C......Page 134 F......Page 135 M......Page 136 R......Page 137 T......Page 138 W......Page 139 Z......Page 140 About the Authors......Page 141 This book details the story of two teacher-researchers--Jennifer, who is African American, and Karen, who is White--as they set out on a collaborative three year study to explore the impact of racial and cultural differences in Karen's urban middle school classroom. They describe how they learn to confront and deal with the challenges they face so that they can work together. Their study presents the difficulties and importance of collaborations between teachers from different racial and cultural backgrounds as well as insights on how race and culture evolve in teacher-student interactions Jennifer E. Obidah, Karen Manheim Teel ; Foreword By Jeannie Oakes. Includes Bibliographical References (p. 117-120) And Index.