Weitere Artikel dieser Ausgabe durch Wischen aufrufen
This article presents reflections on the work of a group of education leaders in Oklahoma City, OK, who have committed to transforming a traditional school into an African-centered institution in order to meet the culturo-educational needs of the children within the community. This work charts their efforts toward creating an African-centered school by using transformative education methods and African-centered theories. The article highlights the critical transformative work that teachers and administrators must do if they intend to change the dismal educational realities being faced by Black children.
Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten
Sie möchten Zugang zu diesem Inhalt erhalten? Dann informieren Sie sich jetzt über unsere Produkte:
Akbar, N. (1992). Chains and images of psychological slavery. Jersey City, NJ: New Mind Productions.
Akoto, K. A., & Akoto, A. N. (1999). The Sankofa movement. Washington, DC: Okoyo Infocom.
Asante, M. K. (1998). The Afrocentric idea. Philadephia, PA: Temple University Press.
Asante, M. K. (1999). The painful demise of Eurocentrism. Trenton, NJ: Africa World Press.
Boykin, A. W. (1986). The tripple quandry and the school of Afro-American children. In U. Neisser, The school achievement of minority children: new perspectives (pp. 52–92). L. Erlbaum Associates.
Boykin, W. A., Albury, A., Tyler, K. M., Hurley, E. A., Bailey, C. T., & Miller, O. A. (2005). Culture-based perceptions of academic achievement among low-income elementary students. Cult Divers Ethn Minor Psychol, 11(4), 339–350. CrossRef
Brown-Jeffy, S., & Cooper, J. E. (2011). Toward a conceptual framework of culturally relevant pedagogy: an overview of the conceptual and theoretical literature. Teach Educ Q, 38(1), 65–84.
Cherry, V., Belgrave, F. Z., Willa, J., Kennon, D. K., & Gray, F. S. (1998). NTU: an Africentric approach to substance abuse prevention among African American youth. J Prim Prev, 18(3), 319–339. CrossRef
Constantine, M. G., Alleyne, V. L., Wallace, B. C., & Franklin-Jackson, D. C. (2006). Africentric cultural values: their relation to positive mental health in African American adolescent girls. Journal of Black Psychology, 32(2), 141–154. CrossRef
Covington-Clarkston, L. M., & Johnstone, J. R. (2011). When the African-centered paradigm is not enough: lessons from an urban charter school. Journal of Negro Education, 80, 108–120.
Dee, T. S. (2004). Teachers, race and student achievement in a randomized experiment. The review of economics and statistics, 195–210.
Duncan, W. (2012). The effects of Africentric United States history curriculum on Black student achievement. Contemporary Issues in Education Research, 19(1), 91–96.
Geijsel, F., & Meijers, F. (2005). Identity learning: the core process of education change. Educ Stud, 31, 419–430. CrossRef
Goggins, L., II. (1996). African centered rites of passage and education. Illinois: African American Images.
Goldenburg, B. M. (2013). White teachers in urban classrooms: embracing Non-White students’ cultural capital for better teaching and learning. Urban Education, 174–192.
Greene, M. (1995). Releasing the imagination: essays on education, the arts, and social change. San Francisco: Jossey-Bass Publishers.
Griffin, R. S. (2012). Underachievers in secondary schools: education off the mark. Routledge.
Hilliard, A. G., III. (2002). African power: affirming African indigenous socialization in the face of the culture wars. Gainesville, FL: Makare Publishing Company.
Hopson, R. K., Hotep, U., Schneider, D. L., & Turenne, I. G. (2010). What’s educational leadership without an African-centered perspective? Explorations and extrapolations. Urban Education, 45(6), 777–796. CrossRef
Howard, G. (1999). We can’t teach what we don’t know: White teachers, multirational classrooms. New York, NY: Teachers College Press.
Howard, P. S. (2014). Taking the bull by the horns: the critical perspectives and pedagogy of two Black teachers in Anglophone Montreal schools. Race Ethnicity and Education, 17, 494–517. CrossRef
Hurley, E. A., Boykin, A. W., & Allen, B. A. (2005). Communal versus individual learning of a math-estimation task: African American children and the culture of learning contexts. The Journal of Psychology, 139(6), 513–527. CrossRef
Hutchinson, E. (2002). Why are so many Black students expelled? Pacific News Service.
Jackson, C. (2013). Elementary mathematics teachers’ knowledge of equity pedagogy. Current Issues in Education, 16, 1–15.
Johnson, L. (2006). “Making her community a better place to live”: culturally responsive urban school leadership in historical context. Leadership and Policy in Schools, 5(1), 19–36. CrossRef
Jones, B. A., & Nichols, E. J. (2013). Cultural competence in America’s schools: leadership, engagement and understanding. Charlotte, NC: Information Age Publishing, Inc.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.
Leithwood, K. A. (1992). Transformational leadership: where does it stand? Educ Leadersh, 49, 8–12.
Loughran, J. J. (2002). Reflective practice: in search of meaning in learning about teaching. J Teach Educ, 53(1), 33–43. CrossRef
Mezirow, J. (1990). Fostering critical reflection in adulthood. San Francisco: Jossey-Bass Publishers.
Nam, C. S., Kim, H. N., Smith-Jackson, T. L., & Scales, W. A. (2005). Culture and cognition: implications for cognitive design of learning resources. Proceedings of the Human Factors and Ergonomics Society 49th Annual Meeting (pp. 1444–1448). Sage Publications.
National Center for Education Statistics. (2013). The nation’ s report card: a first look: 2013 mathematics and reading trial urban district assessment. U.S Department of Education: Institute of Education Sciences.
Nichols, E. J., & Coleman, D. A. (2008). Philosophical aspects of cultural differences. Nichols and Associates.
Oklahoma Policy Institute. (2014). Retrieved August 10, 2015 from: http://okpolicy.org/know-okc-publicschools-federal-investigation-discriminating-black-hispanic-students.
Perry, G. & Putnam, C. (2014). In the know: OKC public schools under investigation for discriminating against Black and Hispanic students. Oklahoma Policy Institute. http://okpolicy.org/know-okc-public-schools-federal-investigation-discriminating-black-hispanic-students.
Ratteray, J. D. (1990). National Center for Education Statistics. In R. Lomotey., African-American achievement: a research agenda emphasizing independent schools (pp. 197 - 208). Albany, NY: State University of New You.
Robinson, T. Y., & Jeremiah, M. (2001). The development of an African-centered urban high school by trial and error. Schools: studies in education, 311–328.
Ryu, Y. S., Nam, C. S., & Smith-Jackson, T. L. (2007). Web-based instruction for high school students: exploration of individual and cultural learning styles. Proceedings of the sixth conference on IASTED International Conference Web-Based Education (pp. 391–394). Anaheim: ACTA Press.
Sampson, D., & Garrison-Wade, D. F. (2011). Cultural vibrancy: exploring the preferences of African American children toward culturally relevant and non-culturally relevant lessons. Urban Review, 43(2), 279–309. CrossRef
Schon, D. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books.
Shevalier, R., & McKenzie, B. A. (2012). Culturally responsive teaching as an ethics and care-based approach to urban education. Urban Education, 1086–1105.
Shockley, K. (2008). Literatures and definitions: toward understanding Africentric education. Journal of Negro Education, 76(2), 103–117.
Shockley, K. (2011). The complexity of developing properly trained education professionals for African American children: exploring an African indigenous socialization process. Urban Review, 43(2), 379–395. CrossRef
Shockley, K., & Frederick, R. (2010). Constructs and dimensions of Afrocentric education. Journal of Black Studies, 40(6), 1212–1213. CrossRef
Shujaa, M. J. (1994). Education and schooling: you can have one without the other. Urban Education, 27(4), 328–351. CrossRef
Smith, D. R., & Ayers, F. D. (2006). Culturally responsive pedegogy and online learning: implications for the globalized community college. Community College Journal of Research and Practice, 30, 401–415. CrossRef
Sockett, H., DeMulder, E., LePage, P., & Wood, D. (2001). Transforming teacher education: lessons in professional development. Greenwood Publishing: Bergin and Garvey.
Stillwell, R. (2013). Public school graduate and dropouts from the common core of data: School year 2009-10. BiblioGov.
Teicher, S. (2006). An African centered success story. Christian Science Monitor.
Thompson, L., & Davis, J. (2013). The meaning of high-achieving African-American males in an urban high school ascribe to mathematics. Urban Review. doi: 10.1007/s11256-013-0267-0.
- Searching for Solutions: Reflections on Working with a Traditional School Attempting to Transform into an African-Centered Institution
Kmt G. Shockley
Samuel M. Burbanks IV
- Springer US
Neuer Inhalt/© Stellmach, Neuer Inhalt/© BBL, Neuer Inhalt/© Maturus, Pluta Logo/© Pluta, Neuer Inhalt/© hww, Best Practices zu agiler Qualität