Black Teachers’ Perspectives On School Practices Affecting Black Youth Schooling in Montreal
Bibliographic record
Abstract
Abstract: The purpose of this study was to examine Black teachers’ perspectives of the practices that affect Black students’ trajectory through high school and to highlight their responses to these practices. Our theoretical framework is based on anti-Blackness and anti-Black racism and coloniality in education. We gathered data from nine teachers in the Greater Montreal Arear GMA) using semi-structured open-ended interviews. We analyzed the data thematically using the constant comparison method. We identified three practices: (1) Orchestrating Black Students’ Failure, (2) Warehousing of Black Children, and (3) Failing to commit to changes to the system. Black teachers respond by trying to make a difference while not rattling the cage. The major implication from the research is that there needs to be greater accountability for the school success of Black students within the education system in the GMA. We conclude that Abolition is necessary for Black youth to be treated justly in schools. Abolition here refers to the refusal of the inescapability of the present condition of Walcott (2021). Résumé: Les buts de cette étude étaient d’examiner les perspectives des enseignantes noires sur les pratiques qui influencent la trajectoire des élèves Noirs à l’école secondaire et de mettre en évidence leurs réponses à ces pratiques. Notre cadre théorique est basé sur l’anti-noirité, le racisme antinoir et la colonialité dans l’éducation. Nous avons recueilli des données auprfès de neuf enseignants au moyen d’entrevues semi-structurées à questions ouvertes dans la région du Grand Montréal (RGM). Nous avons analysé les données thématiquement en utilisant la méthode de comparaison constante. Selon cette analyse thématique, nous avons identifié trois pratiques qui sont (1) l’orchestration de l’échec des élèves Noirs, (2) l’entreposage des enfants Noirs, et (3) l’incapacité à s’engager à changer le système. Les enseignantes noires réagissent en essayant de faire une différence sans secouer la cage. La principale implication de cette recherche est qu’il faut une plus grande responsabilité au sein du système éducatif pour la réussite scolaire des élèves Noirs de la RGM. Nous concluons que l’Abolition (c’est-à-dire une reconceptualisation de la scolarisation) est nécessaire pour que les jeunes Noirs soient traités équitablement dans les écoles. L’Abolition se réfère ici au refus de l’inéluctabilité de la condition actuelle de Walcott (2021).
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".