Preparing Teachers for Urban Classrooms

By Collison, Michele N-K | Black Issues in Higher Education, November 25, 1999 | Go to article overview

Preparing Teachers for Urban Classrooms


Collison, Michele N-K, Black Issues in Higher Education


Preparing Teachers for Urban Classrooms

Jcqueline Jordan Irvine is the Charles Howard Candler Professor of Urban Education at Emory University. For more than 20 years, her research on the cultural context of teaching and learning and the development of urban teachers has lent new insights to educators on teaching in the nation's urban school districts. Jordan Irvine is the founder and director of the Center for Urban Learning/Teaching and Urban Research in Education and Schools, or CULTURES, which the U.S. Department of Education has recognized as a model of best practices in teacher professional development.

Jordan Irvine also is co-director of The Southern Consortium for Educational Research in Urban Schools. Her book, Black Students and School Failure received the 1991 "Outstanding Book Award" from the American Association of Colleges of Teacher Education and the "Academic Book of the Year" award from the American Association of College and University Research Librarians.

Her edited volumes include Growing Up African American in Catholic Schools and Critical Knowledge for Diverse Learners. Irvine earned her doctorate from Georgia State University.

Black Issues In Higher Education Senior Writer Michele N-K Collison caught up with Jordan Irvine earlier this month as she gave a lecture at her undergraduate alma mater, Howard University. The following is excerpted from that conversation.

Q Can you talk a little about your research for these who are not familiar with you?

A I am a teacher-educator.... My mission is to do research around issues of urban education and, more specifically, I am concerned about issues with teaching African American children, for obvious reasons. Those are the children that tend to do poorest on standardized tests. Those are the children who are labeled as [having] disciplinary problems.

We all know that teaching is about telling, facilitating and delivering knowledge of your field. My work is about identifying what I call different themes of good practice. For example, African American teachers in the tradition of African American culture talk about teaching as a calling. So, they tend to have a more personal attachment to the students that they teach. What I've been trying to do is identify these attributes that make a good teacher of African American children.

Part of the problem is the number of African Americans that are going into teaching is pitifully small -- they're going into other fields.

Q Recently, the news has been full if reports of the gap In achievement between Black and White children. What can teachers do to bridge that gap?

A Americans tend to see teachers as part of the problem but not part of the solution. I'm very interested in ways to maintain to the African American cultural conception of pedagogy, which is very different from traditional mainstream pedagogy.

The tendency is to say something is wrong with the kids. They're poor. They come from single-parents families. Or we blame the teachers. We want to blame somebody. Blame the kids, the parents. But none of the research identifies what I talk about "identifying best practices."

What does work? We already know the things that don't work. But what does work? In order to understand it, you have to go all the way back to the late 18th, 19th, 20th century to teachers like Lucy Lane [and] Fannie Jackson Cooper. African Americans have a very long history of teaching. So we're not starting this from scratch. We have a historical context. And to me that is what's also missing.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Preparing Teachers for Urban Classrooms
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.