Special Issue of the Journal of Negro Education Co-Edited by TC Professor Yolanda Sealey-Ruiz ☆
English Education Professor Yolanda Sealey-Ruiz co-edited a special issue published by The Journal of Negro Education, the longest, continuous journal published in the U.S. about Black issues in education. The special issue, which was released on September 23 and announced at the annual meeting of the Congressional Black Caucus (in Washington, D.C.), is entitled Preparing Teachers to Teach Black Students; Preparing Black Students to Become Teachers.
Professor Sealey-Ruiz’s co-editor is Dr. Chance W. Lewis, Endowed Professor, and Director of Urban Studies at University of North Carolina at Charlotte. As she explains, “The call for papers to be included in the special issue garnered nearly 100 abstracts from educational researchers in the United States and Europe. The issue includes articles and special commentaries by well-regarded and well-known education scholars such as Jacqueline Jordon Irvine, Leslie Fenwick, and William F. Tate. And perhaps most important, it features articles from several Teachers College faculty including Christopher Emdin, Mariana Souto-Manning, Felicia Mensah, Yolanda Sealey-Ruiz, and immediate-past TC Minority Postdoctoral Fellow, Thurman Bridges.” The Journal made the following announcement regarding the issue:
WASHINGTON, D.C. – The Journal of Negro Education is pleased to announce the release of the Summer 2011 special issue sponsored by the Ford Foundation. Guest editors, Dr. Yolanda Sealey-Ruiz of Teachers College, Columbia University and Dr. Chance W. Lewis of the University of North Carolina at Charlotte assert, “Over the past five decades . . . there has been a decline in the academic achievement levels of Black students and there has been a disappearance of Black teachers, particularly Black males.” “Preparing Teachers to Teach Black Students; Preparing Black Students to Become Teachers” addresses both of these trends.
The issue presents a wealth of information on teacher pedagogy and Black student success by shaping classroom instruction and school culture. Dr. William F. Tate of Washington University at St. Louis begins the discussion in his riveting foreword with, “Who will teach traditionally underserved students?” Mr. Tim King of Chicago’s high achieving Urban Prep Academies states, “The key to our success has been an ability to build a community that values college education and believes in the ability of its students to achieve,” in his commentary entitled, “Swords, Shields, and the Fight for Our Children: Lessons from Urban Prep.” The Journal also addresses the shortage of Black teachers through the preparation Black students to become future teachers.
Editor-in-chief, Dr. Ivory A. Toldson, contends that the issue “provides commentary on the causes and consequences of having a majority White and female teaching force in diverse school systems, as well as strategies to improve diversity, equity, and inclusion among P-12 teachers and students.” It is our hope that this special issue sparks discussion and action among policymakers, educators, and students alike.
To order, contact JNE at email@example.com or order through the website for special issues at www.journalnegroed.org. You may also telephone: (202) 806- 8120 or fax (202) 806-8434.
For more than 78 years, The Journal of Negro Education has been the leading purveyor of a wealth of scholarly research concerning Black academia. The quarterly journal is operated under the auspices of Howard University (HU) School of Education (SOE). With world-wide readership and subscribers, JNE has published distinguished scholars that include Horace Mann Bond, Ralph J. Bunche, W.E.B. Du Bois, and Kenneth B. Clark. The current editor-in-chief is Dr. Ivory A. Toldson.