Abstract
The case delves into the historical and cultural roots of African education, emphasizing the vital role of elders and community in the learning process. It examines the impact of African educational philosophies, particularly from the Nile and Niger river valleys, on the development of character, humanness, and spirituality. The case explores the adaptation of these philosophies by African people during the Middle Passage and their application in Western contexts for the supervision of African American teachers. By interweaving culture, history, education, and storytelling, the authors aim to highlight the unique contributions of African American educational experiences. They argue that these experiences provide valuable strategies for the liberation struggle and the transformation of Black teacher development. The case also explores contemporary issues in the teaching profession, such as the limited presence of African American educators, pedagogical negligence, and professional marginalization, proposing culturally-centered tools for community preservation and well-being. The central theme is the importance of relational supervision rooted in African and African American cultural knowledge, which is seen as key to nurturing Black novice teachers and fostering their professional development.
Rights and Access Note
N/A
Recommended Citation
Strozier, M., & Acosta, M. M. (2023). Relational Supervision: Jegnaship And Eldering As Emancipatory Pedagogy For Black Teacher Supervision. Journal of Educational Supervision, 6 (2). https://doi.org/10.31045/jes.6.2.4
DOI
10.31045/jes.6.2.4
Included in
Curriculum and Social Inquiry Commons, Other Teacher Education and Professional Development Commons
Rights Statement
