hooks' (1994) theory of engaged pedagogy and African American women teachers: A critical analysis of a century of practices that make a difference, promote student learning and encourage teacher engagement (Bell Hooks)

Researchers depict the pedagogy of engaging African American teachers as (1) a practice of freedom; (2) a dedication to high expectations and (3) a commitment to teaching the responsibility of educational attainment. These portraits demonstrate a history of meaningful and self-actualizing teaching that continues to be utilized toward student success in and out of the classroom. This project sought to capture the connection between 20th and 21st century engaged teachers by providing a critical examination of seven African American female educators whose work is primarily with African American students in an urban environment. Results indicate that the classrooms of these teachers evidence values such as (a) social justice, (b) straightforward conversations, (c) reflective teaching, and (d) relationship building. Other crucial topics include linking classroom learning to real life experiences, a genuine commitment to Black students and their parents and an interest in challenging systems of domination. Regardless of the era, the teachers appear to have embraced a framework of teaching African American children that is consistent with their professional training and their understanding of the African American community.