African American Research Center, Library, University of Illinois at Urbana-Champaign
Journal Title Details:
p. 299
Notes:
Panneflek compares the academic achievement, as measured by the Standardized Achievement Test, of Seventh-day, Protestant, Roman Catholic, and Public school sixth-graders in Curacao
Explores the experiences of Caribbean women teachers who are recruited to teach in a mid sized Southern city. Narrative methods were used to analyze four Barbadian women teachers' perspectives on their: initial experiences and challenges; teaching philosophies and approaches to teaching American students; and successful transition into Louisville, Kentucky's public schools after five years of teaching. In an age where school districts across the nation seek educators from overseas to address the well-documented teacher shortage, this study has implications for helping future international teacher candidates transition into U.S. public schools.
306 p., While it has long been assumed that schooling is integral to the construction of modern nation-states, surprisingly little is known about whether and how teachers actually go about transmitting national culture in the classroom. Relying on ethnographic research conducted in lycées on the French island of Martinique, including classroom observations, semi-structured interviews with teachers, informal interviews with school administrators and regional policymakers, and archival research, the author explores the ways in which history-geography teachers negotiate the construction of national and regional identities on an everyday basis, and in doing so become active participants in the formation of these identities within schools. The author finds that teachers in Martinique have long had significant influence over the implementation of national curricula.
