Authority in Cross-Racial Teaching and Learning (Re)considering the Transferability of Warm Demander Approaches

Amy Carpenter Ford, Kelly Sassi

Research output: Contribution to journalArticlepeer-review

23 Scopus citations

Abstract

This article compares a White teacher's approach to authority with that of an African American warm demander. Ethnographic methods and discourse analysis illuminated how an African American teacher grounded her authority with African American students in shared culture, history, and frame of reference. A comparative analysis makes visible what White teachers need to do differently to establish cross-racial authority with African American students, such as prioritize interpersonal relationships, communicate in culturally congruent ways, link care with justice, develop a critical race consciousness, ally with students, and critique curriculum. The article offers a reconceptualization of the warm demander relevant for White teachers.

Original languageEnglish
Pages (from-to)39-74
Number of pages36
JournalUrban Education
Volume49
Issue number1
DOIs
StatePublished - Jan 2014

Keywords

  • African American students
  • White teachers
  • cultural responsiveness
  • culture
  • identity
  • language
  • race
  • social
  • subjects
  • urban
  • urban education

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