Irvine, Jacqueline Jordan (Ed.). (2002). In Search of Wholeness: African American Teachers and Their Cultural Classroom Practices

	Irvine, Jacqueline Jordan (Ed.). (2002). In Search of Wholeness: African American Teachers and Their Cultural Classroom Practices. NY: Palgrave Global Publishing. Pp. 208 $65     ISBN 0-31229-462-X Reviewed by Sheila T. Gregory Clark Atlanta University January 27, 2003 In Search of Wholeness, edited by Jacqueline Jordan Irvine, is a frank anthology of how race and culture influence African American educators. With precision and clarity, the 10 contributors of this book offer eight chapters which examines how race and culture affect the personal and professional lives of educators, and explores how race, class and culture influences classroom learning environments and pedagogy. The chapters are written from each contributor’s experiences using teacher case studies in the CULTURES program, which was designed to work with elementary and middle school teachers promoting effective teaching styles in the urban settings. It is a supportive, non-evaluative and non-threatening environment where teachers are taught how to change their classrooms into learning communities. Emory University’s Center for Urban Learning/Teaching and Urban Research in Education and Schools (CULTURE) provides the basis for the studies reported in the book. In the Foreword, James Fraser stresses the importance of improving student achievement by looking at the ways in which educators teach. The use of culturally responsive pedagogies, Fraser explains, is different than multicultural education because it focuses on teaching styles and takes into account the students and teacher’s unique cultural background. Jacqueline Jordan Irvine defines in the Introduction of the book, the tenets of culturally responsive pedagogy. In doing so, she argues that teachers are systematic reformers and therefore need professional development in organizational theory, diagnosis and change. She contended, “CULTURES provided teachers with a readiness for school change by helping them acquire knowledge of literature, building networks of colleagues, planning for changes, developing visions, identifying resources and becoming comfortable with their new roles” (p. 3). The first chapter, written by Gretchen McAllister is entitled, “Multicultural Professional Development for African American Teachers: The Roles of Process-Oriented Models.” The story relates to her first visit back home to Vietnam, in which another colleague was called fat by the woman of the home. This experience, she explained, caused her to reflect on the issues of culture and ethnicity. She contends that a teacher’s racial identity and worldviews, impact their behaviors, attitudes, and ways of thought, which in turn, influences their responses and participation in multicultural developmental programs. In the past, McAllister contends that most issues containing identity and cultural development have been examined in the context of white teachers. This means the focus has been on research and policy decisions regarding the white person’s ability to work in a diverse population. McAllister also discusses the use of other appropriate models, such as racial identity, Banks’ Typology of Ethnic Identity, and Bennett’s Developmental Model of Intercultural Sensitivity. In general, this chapter looks at how African American teachers respond to the same diverse group and how a teacher can develop a personal racial and ethnic identity or a worldview in which race and culture are the main focal point through which teachers gain an understanding of their students. Chapter Two, written by Franita Ware and titled, “Black Teacher’s Perceptions of Their Professional Roles and Practices” focuses on how Black teachers instruct and nurture black students by using an ethic of caring about students, a strong belief in themselves as professionals and of student’s capabilities to learn, and implementation of successful teaching strategies with high involvement and active, cooperative learning. In addition to these methods, Ware stresses the importance of character education, student discipline, building upon their students’ interests and prior knowledge, and accepting the student’s use of Black dialect to show respect and value for their home language while educating them regarding Standard English. Patricia M. Cooper’s next chapter, Chapter Three, asked the question, “Does Race Matter?” as she compared effective Black and White teachers of African American Students. She discusses the notion of cultural synchronization, which refers to the quality of fit between the teacher and students’ culture. For black children, this concept is related to Afrocentricity and the culture of Black life. At times, however, she argues that this can cause a conflict between the child’s learning style and that of the white school system which emphasizes Eurocentric values. She concludes that the closer the connections are between a teacher and a student’s cultural synchronization, the greater the likelihood for academic success. In other words, the expectations of the teacher are the key ingredient for this occurrence. Teacher expectations are also responsible for the information taught that the black child may otherwise not be exposed to. The main goal of this concept is to work within the norms of the black culture while also helping these children to be successful in the traditional venues. Effective black teachers capture the values and norms of the community in which they work. They also know their material, are authoritative in the classroom, and hold high expectations that all their students are capable of learning. She concurs with Ladson-Billings conclusions from her study on effective Black teachers, which documented that effective teachers are the ones who work to promote the academic achievement of their students, without jeopardizing their African American identities. The key, Cooper argues, is making connections in the classroom between the student’s communities, nation and world. Finally, Cooper contends that Black students can learn from white educators as long as the teacher holds high expectations of student performance. Black students are failing, according to Hilliard, because of systematic inequities in the delivery tied to negative teacher expectations. Effective teachers are those who are able to teach the standard curriculum well. Perhaps the most important characteristic White teachers need to possess, according to Cooper, is a belief that they could make a difference in their black students’ lives and that they accepted the fact they may be seen by some in the community as outsiders and had to work hard to gain trust. Gloria Harper Lee presents Chapter Four, titled, “The Development of Teacher Efficacy Beliefs: A Case Study of African American Middle School Teachers.” This chapter focuses on the personal story of Beverly Cockerham, a 50 year-old Black educator with 24 years of tenure as a teacher in New York who had participated in numerous developmental workshops including CULTURES. Her story is illustrated to explain how teachers with high efficacy, gain confidence in their own abilities and work to create successful learning experiences for their students. High teacher efficacy has been shown to influence student achievement, attitudes, and growth. It has also been linked to motivation, positive attitudes, optimism and improved student self-direction. However, the actual teaching experience one has provides the most powerful influence on competencies because in the classroom, teachers are able to see the results of their attempts and can learn from any failures. In this study overall, Beverly follows the same pattern of care and familial relationships that has been credited throughout this book. She also set high goals, provided challenging lessons, and motivating her students to do their best. Chapter Five, written by Kim Nesta Archung, is titled, “The Influence of Professional Development on a Teacher’s Changing Praxis: The Journey of an African American Teacher.” In this chapter, the author presents a case study of Vivian Stevens, an urban teacher from Georgia, and explores the issues surrounding the impact of the teacher’s professional development regarding perceptions of teaching cultural diversity. This is an important study, she ascertains, because it is the first case study on this topic which includes the perspectives of an African American female. She begins the chapter by reminding the readers that one-half of all college graduates in the field of education average 4 years before they enter into K-12 public school classrooms. And, of those who do begin teaching, one in five leave within the orientation phase, which is typically the first three years. She goes on to review the 6 stages of a teacher’s career, beginning with the pre-professional/pre-service phase when initial training and education occurs, and ending in stage 6, when one’s career winds down just prior to retirement. The focus of this chapter, however, is on the point in Vivian’s life when she entered the CULTURES program and began to be viewed as a leader by her peers and principal. She took the initiative to lead or implement strategies within her school community and viewed herself as an advocate for her students. There was also a strong reciprocal relationship between her beliefs about her own abilities and her beliefs about her students’ abilities. After participation in the CULTURES program, she changes her teaching strategies and methods of teaching. For example, she described how she began each morning with her students sharing ideas and concerns, accepting flexible schedules, looking for opportunities to learn new skills, techniques, and practices, and becoming more reflective as an educator. Vivian’s willingness to learn and try new things provided evidence that she was both a learner and a risk taker. Because she wanted to make a difference in the lives of her African American students, she began to reflect upon her own experiences in a segregated school and this was when she entered into the CULTURES program. “Chasing Hope through Culturally Responsive Praxis: One Master Teacher and African American Eighth Grade Readers,” is the title of Maria Leonora Lockaby Karunungan’s piece, in Chapter Six of the book. This chapter addresses the need for culturally-based literacy programs that: 1) validate a student’s culture by casting all texts initially from their cultural frame of reference; 2) deal explicitly with race and culture, using physical contact to affirm students’ presence, and; 3) use standard English to speak and to teach, but also use black English in informal situations and allow a students’ home language to be spoken in the classroom while at the same time teaching students to switch between standard and black English (Ladson-Billings). This chapter is viewed through the case study of Patricia White, an African American reading teacher of 30 years, who was recently named teacher of the year at her school and was also a participant of the CULTURES program. Pat states that her main goal is to spark an interest in reading with her students and inspire them to read regardless of the material choices and she cites listening to her students as an essential part of her approach. Pat describes her pedagogy as high interest on a low level. She engages her students at their age-level interests while at the same time, using lower than grade level academic materials (materials that are still challenging but within their realm of capability). Finally, Pat described how she established rapport with her African American students by encouraging them, talking to them, and giving them a sense of ownership. In order to give ownership, Pat frequently asks her students for help when she appealed to their areas of expertise. She often repeated or affirmed the students’ responses and expressed pleasure with their progress. In Chapter Seven, by the books editor, Jacqueline Jordan Irvine, entitled, “African American Teachers’ Culturally Specific Pedagogy: The Collective Stories,” she focuses on the culturally specific pedagogy of African American teachers and how they address the needs of their students. Irvine explains that teaching requires caring, concern, and connecting with students. She goes on to review Vanessa Siddle Walker’s research on African American teachers, stating that teaching is really, “other mothering,” because there is this string belief about their students’ ability to achieve. They want to not only help the child, but the entire race. In other words, teaching is believing and demanding the best. “Teaching is a calling: Historically, African American teachers were held in high esteem. They saw teaching as a moral act and believed that it was a special Godly anointing or sacred calling,” states Irvine (p.144). The teachers participating in CULTURES were confident regarding their ability to teach and their students’ ability to learn. Chapter Eight, co-written by Beverly Cockerham, Vivian Stephens, and Patricia White rounds up the book, and presents their individual responses as teachers.” Beverly Cockerham begins by stating that she is first and foremost an African American who just happens to also be a teacher who brings her experiences, socialization and her background into the classroom and challenges her students to daily consider their heritage. She provides each student with a questionnaire at the beginning of the year so that she can determine what their interests are and plans accordingly. She also always involves the parents and the community by conducting home visits, making phone calls, and attending a local church service. Vivian Stephens credits the CULTURES program with helping her to connect with her students. Prior to this she considered her race, background, and experiences to be private issues that she did not share with the class. Now she states that she recognizes and cherishes those differences. Pat White considers herself to simply be an African American teacher. Prior to her experiences with the CULTURES program, she would have simply stated that she was a teacher. She reports treating all of her students the same regardless of race and learned through this program, that she needed to become more culturally responsive. Pat did, however, make the decision to retire in 1999 due to constant pressure from her administrators who chose to rely solely on standardized test scores rather than teaching methods and practice. Overall, In Search of Wholeness is a well-written and timely addition to a small body of literature on the influence of race and culture on African American educators. While Irvine’s edited volume looks exclusively at the role of African American teachers, members of other groups would likely find many teaching strategies applicable in similar settings with other ethnically diverse students. This book would prove most especially beneficial for teachers of any race or type of school, however, most administrators would not find the book of great interest. The primary strength of this book lies in the experiences and stories of African American educators that cannot be captured by traditional methods of quantitative research. Irvine and other contributors strongly argued throughout the book that research on African American and other teachers of color are extremely sparse. Furthermore, there is very little knowledge of how African American teachers are able to make meaning inside their classroom. The contributors offer valuable insights from personal experiences and research which provide evidence and unique perspectives that will surely influence current and future research on race and culture in K12 classrooms. In Search of Wholeness is no doubt, a successful attempt from the award-winning Jacqueline Jordan Irvine to offer theoretical and practice-oriented evidence of how cultures and race influence African American teachers in the classroom. About the Reviewer Sheila T. Gregory is an associate professor of higher education and educational leadership at Clark Atlanta University in Atlanta, Georgia. She is the author of three books and over a dozen articles and book chapters. In the past few years she has been awarded three Visiting Research Scholar Appointments at the American University in Cairo, Egypt, the University of South Australia, Adelaide, and at the University of the West Indies System in Jamaica, Barbados, and Trinidad-Tobago. Her major research interests are in the areas of faculty and student recruitment and retention, professional leadership and development, and academic achievement with a special emphasis on race, ethnicity, class, and gender. Dr. Gregory has consulted with numerous universities, community colleges, school districts, and tribal associations.