Teaching Black Youth After the Dual Pandemics
A Post-2020 Study of Cultural Psychology and Educator Identity in Urban Schools
Teaching Black Youth After the Dual Pandemics
A Post-2020 Study of Cultural Psychology and Educator Identity in Urban Schools
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Description
This book explores how educators working in urban schools serving predominantly Black youth make sense of their work in a time of intense change and competing political pressures.
Grounded in cultural psychology and based on a three-year mixed-methods study of 85 teachers across four schools, the book shows how teachers rely on the stories and beliefs they've developed over time to handle the shifting demands of their jobs. These chapters explore teachers' search for joy and meaning after the “dual pandemics" of racist police violence and COVID-19. They cover the emotional cost of trying to live up to idealized versions of teaching, the central role that a caring identity plays in sustaining teachers' work, the lure-and limits-of “woke cred,” the ways they understand their students and classroom practices, the challenges they face when responding to young people's adversity, their desire to be identity-shapers of their students, and more. The result is a nuanced portrait of educators who are constantly rethinking their roles in ways the general public rarely sees or understands.
Table of Contents
II. PROLOGUE. THE 2024 ELECTION
III. CHAPTER 1. HOW THE STUDY UNFOLDED
IV. CHAPTER 2: SETTING THE STAGE: Theoretical Framework and Timely Perspectives on Black Youth in Urban Education
PART TWO. NARRATIVES FROM TEACHERS. Identity Under Strain: Identity Evolution of Educators Teaching Black Learners in Urban Settings
V. CHAPTER 3. Unfulfilled: Teachers' Struggle for Joy and Meaning in the Post-Dual Pandemics Era
VI. CHAPTER 4. The Toll of Idealized Teaching
VII. CHAPTER 5. The Importance of Having a Caring Identity
VIII. CHAPTER 6. The Salacious Draw of Woke Cred and How and Why Teachers Accept and Reject it
IX. CHAPTER 7. Who are they?: Teachers' Perspectives on Students and Classroom Practices
X. CHAPTER 8. Can I Handle What They've Been Through?: Decoding Challenges in Responding to Student Adversity
XI. CHAPTER 9. 'Can I Handle What I've Been Through?: Waning Mental Health and Teacher Identity
PART THREE. CRAFTING NEW STORIES.
XIII. CHAPTER 10. Why Good Teachers Get It Wrong: The Case for Identity Interventions
XIV. CHAPTER 11. Reclaiming Spaces and Narratives
XV. EPILOGUE. An Origin Story
XVI. A Letter to my Readers
XVII. Appendix
XVIII. Endnotes
Index
Product details
| Published | 15 Oct 2026 |
|---|---|
| Format | Hardback |
| Edition | 1st |
| Pages | 322 |
| ISBN | 9798765153567 |
| Imprint | Bloomsbury Academic |
| Illustrations | 10 bw illus |
| Dimensions | 229 x 152 mm |
| Publisher | Bloomsbury Publishing |
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