{"title":"将教师评估系统转变为社区可回答系统：（重新）想象我们如何评估黑人女教师","authors":"Shanyce L. Campbell","doi":"10.1080/00131725.2022.1997523","DOIUrl":null,"url":null,"abstract":"Abstract Using a chronicle, this paper examines teacher evaluation systems to highlight how neoliberal reforms produce unjust conditions for both teachers and students of color. I specifically center Black women and their ways of knowing to provide a (re)imagining around what is possible when educational leaders move beyond reforms to create a system that holds teachers answerable to students and is rooted in love.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"86 1","pages":"80 - 92"},"PeriodicalIF":1.5000,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Shifting Teacher Evaluation Systems to Community Answerability Systems: (Re)Imagining How We Assess Black Women Teachers\",\"authors\":\"Shanyce L. Campbell\",\"doi\":\"10.1080/00131725.2022.1997523\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Using a chronicle, this paper examines teacher evaluation systems to highlight how neoliberal reforms produce unjust conditions for both teachers and students of color. I specifically center Black women and their ways of knowing to provide a (re)imagining around what is possible when educational leaders move beyond reforms to create a system that holds teachers answerable to students and is rooted in love.\",\"PeriodicalId\":46482,\"journal\":{\"name\":\"EDUCATIONAL FORUM\",\"volume\":\"86 1\",\"pages\":\"80 - 92\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2021-12-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"EDUCATIONAL FORUM\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/00131725.2022.1997523\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"EDUCATIONAL FORUM","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00131725.2022.1997523","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Shifting Teacher Evaluation Systems to Community Answerability Systems: (Re)Imagining How We Assess Black Women Teachers
Abstract Using a chronicle, this paper examines teacher evaluation systems to highlight how neoliberal reforms produce unjust conditions for both teachers and students of color. I specifically center Black women and their ways of knowing to provide a (re)imagining around what is possible when educational leaders move beyond reforms to create a system that holds teachers answerable to students and is rooted in love.
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