Browsing by Author "Jackson, Tambra"

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    Black Grandmother Power: The Art and Wisdom of Caregiving and Leadership
    (2024-02) Rowley, Latosha Morvette; Jackson, Tambra; Santamaría Graff, Cristina; Murtadha, Khaula; Morton, Crystal
    Black grandmothers often take on the dual role of caregivers and leaders within their families. The caregiving and leadership practices demonstrated by grandmothers enables Black children to resist social inequities and oppression that they encounter in their lives. The narratives of Black grandmothers and their caregiving and leadership roles remain underexplored/absent from the existing research on the Black family. This research proposes to fill the gap in literature by analyzing multiple case studies in which Black grandmothers testify to their lived experiences with deploying caregiving love to ensure the social, emotional, physical, educational, and spiritual well-being of their grandchildren. These case studies have been analyzed through the theoretical lens of Africana Womanism and Black Womanist Leadership. By understanding the leadership experiences and efforts of Black grandmothers, as well as the barriers they have encountered because of their intersectional positionalities they occupy, there are applicable insights into culturally responsive school leadership, instruction, curriculum, policies, and practices. Uncovering these insights can improve academic growth and development for Black children.
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    Grades K-12 Curriculum Guide for Attucks: The School That Opened A City
    (WFYI, 2016) Adams, Susan; Bangert, Sara; Bradbury, Kelly; Morton, Crystal; Kandel-Cisco, Brooke; Jackson, Tambra; Murtadha, Khaula; Payne, Patricia
    Many challenging social issues (e.g. stereotyping, democracy, racism, cultural difference, integration, segregation, to name only a few) emerge from “Attucks: The School That Opened A City.” Grappling with these issues is central to children’s understanding of society, therefore they are addressed in this elementary, middle, and high school curriculum guide developed in partnership with Butler University, IUPUI and Indianapolis Public Schools.
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    Interchangeable Oppression: Black Female School Counselors' Experiences with Black Adolescent Girls in Urban Middle Schools
    (2021-08) Hicks, Sonya June; Jackson, Tambra; Thompson, Chalmer; Blackmon, Sha'Kema; Morton, Crystal
    While much has been written about the work of school counselors in urban schools, there remains a void of information about the unique experiences of Black female school counselors, particularly in relation to their work with Black adolescent girls in the urban middle school space. This qualitative study seeks to illuminate these experiences via the contributions of four Black female school counselors who have worked in this capacity serving Black girls. Three points of inquiry or Research Questions served as guideposts for this study: (1) What are the personal and professional experiences of Black female school counselors in their work with Black adolescent girls in urban middle schools?, (2) What are Black female school counselors’ perspectives on the ways in which they are supported or not supported in working with Black adolescent girls? and, (3) In what ways (if any) does the concept of “mothering” show up in the relationships and counseling practices involving Black female school counselors and Black adolescent girls in urban middle schools? Thus far, it appears that Black women’s voices and perspectives have been devalued and ignored in research relating to school counseling. To adequately represent the perspectives and experiences of Black women as a marginalized group, I employed a critical hermeneutic phenomenological methodology, along with a Black feminist framework. I engaged the participants in two semi-structured interviews, along with asking them to construct a reflective vision board, serving as a mosaic of their lifeworlds as school counselors working with Black adolescent girls. These actions, along with a review of literature on the schooling experiences of Black adolescent girls in urban schools enabled me to acquire data leading to seven overarching themes relating to the following: relationships and connections based on culture and conversation, the need for support from decision-makers on programming, the physical and emotional investment in the work, mentoring, and the marginalization of Black women in school spaces. Lastly, I present conclusions and implications for school systems, school administrators, and professional school counselor organizations to aid in establishing effective practices in serving Black female students and enhancing the overall school counseling profession.
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    Internalized Racism and the Pursuit of Cultural Relevancy: Decolonizing Practices for Critical Consciousness with Preservice Teachers of Color
    (Taylor & Francis, 2021-04-05) Jackson, Tambra; Kazembe, Lasana; Morgan, Laryn
    In this article, we explore the need for decolonizing practices in teacher education for developing critical consciousness with preservice teachers of Color (PTOC). We assert that the development of critical consciousness for PTOC must include practices that specifically attend to their racialized experiences in the context of white spaces- their teacher preparation programs, the teaching profession, and society writ large- where they have been subjected to colonized paradigms of what it means to teach children of Color. We use culturally relevant/responsive teacher education to frame our discussion and place emphasis on the construct of critical consciousness.
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    Leslie Etienne and Tambra Jackson Research Introduction
    (Center for Translating Research Into Practice, IU Indianapolis, 2021-09-24) Etienne, Leslie; Jackson, Tambra
    Professor Leslie Etienne and Professor Tambra Jackson briefly discuss their translational research with the Indianapolis Freedom School Partnership.
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    Neva Fah Get Home: Constructions of Black Roatánin Identity in Roatán, Honduras
    (2023-10) Wilmoth, Idalia Theia; Jackson, Tambra; Morton, Crystal; Etienne, Leslie; Edmonds, Joseph Tucker
    This dissertation focuses on Black identity formation throughout Central America’s Caribbean Coast. Within the Global South and Africana Studies there has been little to no research that centers Afro- Caribbean’s from Central America. Countries such as Nicaragua, Costa Rica and Panama are primarily focus points. Afro- identity in Honduras is overlooked. Most of the available scholarship centers Honduras’s Afro- indigenous population, the Garifunas. Within the Bay Islands of Honduras, there is Roatán which is natively full of Black citizens. This dissertation fills the historical gaps by using narrative inquiry, podcasting, and conducting interviews with first and second generation Roatánins. As these Roatánins create hemispheric migrations, their Black identity is collapsed into the racial categorization of the United States in ways in which they leave their ethnic identity. Black Roatánins identity is racialized within an historical continuum of geographical space. The major research questions guiding this study were: (1) How do Black Roatánins (re)create or (re)construct Roatán identity? (2) How do they describe their lived experiences in relation to race and racism? 2(a) What racial and cultural context are key influencers in their identity development and lived experiences? (3) How do they describe their racial identity in relation to their nationality? And (3a) In what ways does the legacy of colonization by Honduras impact their racial identity development? The research design was undergirded by Black geography theoretical framework and narrative inquiry. Data sources consisted of podcasts and five individual interviews. Seven themes emerged from Black geography analysis of the data. The seven themes included: (1) ‘Black Geographic Imagination: Spatial Imaginaries/Memories’, (2) ‘Homeland’, (3) ‘Cultural Displacement’, (4) ‘Triple Consciousness: Social Context of Identity and Citizenship Making,’(5)‘Honduras Religious Institutions and Respectability Politics,’(6) ‘Constructing Citizenship’, (7) ‘Diasporic Identification: Triple Consciousness. Findings from this study yielded implications for future research and theory in the Global South and higher education.