African-Centered Pedagogy: Developing Schools of Achievement for African American ChildrenWhat 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. |
Contents
THE WRONG FRAMES FOR THE RIGHT PROBLEM | 3 |
TRADITIONS OF AFRICAN AMERICAN EDUCATION A HISTORICAL PERSPECTIVE | 19 |
CULTURE COGNITION AND THE COMMUNITY OF ACHIEVEMENT | 37 |
OVERVIEW OF THE PEDAGOGICAL THEORY | 59 |
FROM A COMMUNITY OF CARING TO A COMMUNITY OF ACHIEVEMENT | 75 |
TEACHING AS ASSISTED PERFORMANCE IN THE AFRICAN AMERICAN TRADITION | 103 |
THE CLASSROOM ECOLOGY OF CULTURE AND LANGUAGE | 115 |
DISCOURSE PRACTICES IN A COMMUNITY OF ACHIEVEMENT | 125 |
TEACHING FOR UNDERSTANDING LEARNING FOR LIBERATION | 135 |
APPRAISING MY OWN PRACTICE AFRICANCENTERED PEDAGOGY IN PREPARING TEACHERS | 155 |
APPENDICES | 171 |
| 181 | |
| 193 | |
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Common terms and phrases
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 community of achievement community of practice connected pedagogy contemporary context course module create critical critical pedagogy culturally relevant culturally relevant teaching culturally responsive curriculum discourse essential cultural practices 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 reading situated cognition situated learning specific story successful symbols system of practice talk task teachers of African teaching and learning teaching for understanding tion traditions tural urban White York