African-Centered Pedagogy: Developing Schools of Achievement for African American Children
What can teachers, administrators, families, and communities do to create schools that provide rich learning experiences for African American children? Based on a critical reinterpretation of several key educational frameworks, African-Centered Pedagogy is a practical guide to accomplished teaching. Murrell suggests integrating the historical, cultural, political, and developmental considerations of the African American experience into a unified system of instruction, bringing to light those practices that already exist and linking them to contemporary ideas and innovations that concern effective practice in African American communities. This is then applied through a case study analysis of a school seeking to incorporate the unified theory and embrace African-centered practice. Murrell argues that key educational frameworks although currently ineffective with African American children hold promise if reinterpreted.
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THE WRONG FRAMES FOR THE RIGHT PROBLEM
TRADITIONS OF AFRICAN AMERICAN EDUCATION A HISTORICAL PERSPECTIVE
CULTURE COGNITION AND THE COMMUNITY OF ACHIEVEMENT
OVERVIEW OF THE PEDAGOGICAL THEORY
FROM A COMMUNITY OF CARING TO A COMMUNITY OF ACHIEVEMENT
TEACHING AS ASSISTED PERFORMANCE IN THE AFRICAN AMERICAN TRADITION
THE CLASSROOM ECOLOGY OF CULTURE AND LANGUAGE
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academic activity system African Ameri African American children African American cultural African American learners African American students African-centered pedagogy Africans in America American education analysis articulated Assessor Bethune Black achievement centered pedagogy chapter children's literature classroom Code of Hammurabi community of achievement community of practice connected pedagogy contemporary context course module create critical critical pedagogy cultural patterns culturally relevant teaching culturally responsive curriculum essential cultural practices experience of African figured world framework Gloria Ladson-Billings grade heritage human idea identity development individual inquiry instructional activity setting intellectual interaction Jabari knowledge Ladson-Billings language learning achievement learning community literature mainstream Mary Crow Dog means ment narrative Native Americans notion Ogbu organize participation pedagogical theory pedagogy for African performance perspective prac professional public schools Quinn racism reading situated cognition situated learning story successful symbols system of practice talk task teachers of African teaching and learning tion traditions urban White York