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We Got Next

Urban Education and the Next Generation of Black Teachers

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Lynnette Mawhinney

Developing a more culturally diverse teaching force is one of the most important tasks facing the education system in the United States. Yet, in the midst of this challenge, little is known about who these teachers might be or where they might come from. We Got Next: Urban Education and the Next Generation of Black Teachers illustrates the journeys that Black pre-service teachers travel in their attempts to become educators. By looking at their educational life histories – their schooling experiences, teaching philosophies, and personal motivation – this book discovers what compels them to become teachers and the struggles and successes they encounter along the way. With texture and care, We Got Next helps professionals, policymakers, and teacher educators to understand what draws young African Americans toward the teaching profession and how to help them get there.
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Foreword

← x | xi →FOREWORD

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s, epilogues, and back-cover blurbs for books in education, especially those focused on urban teaching, policy, and reform. In fact, I have had to decline such invitations for a few books for several reasons, including the following: the books were written from a deficit perspective about the communities and people they studied; the authors did not seem to deeply understand or articulate the real issues and challenges in the field; or the books did not make a significantly meaningful contribution to the field. Fortunately, this book, We Got Next: Urban Education and the Next Generation of Black Teachers, is the opposite. This book is written from the point of view of Black preservice teacher candidates and potential candidates. It showcases and speaks to and through their genius and potential while astutely highlighting organizational, structural, institutional, and systemic challenges that teacher candidates encounter on their journeys to become teachers. It is clear Mawhinney truly understands what can be conceptualized, studied, and practiced as two disparate fields—urban education and preservice teacher education, as she sheds light on the intersecting nature of them. Indeed, this is a serious book that will make an important contribution to what we know about the teacher education pipeline, urban education, as well as how to study the lived experiences of Black preservice teachers.

← xi | xii → Drawing from a rich tradition of other Black teacher educators and researchers who have investigated some aspect of Black teachers, their identity, and teaching, such as Michelle Foster, Jackie...

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