African-Centered Pedagogy: Developing Schools of Achievement for African American ChildrenState University of New York Press, 2012. febr. 1. - 236 oldal 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. |
Tartalomjegyzék
PEDAGOGICAL THEORY FOR BUILDING A COMMUNITY OF AFRICAN AMERICAN ACHIEVEMENT | 57 |
APPENDICES | 171 |
| 181 | |
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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 history analysis articulated Assessor Bethune Black achievement centered pedagogy chapter classroom Code of Hammurabi cognitive community of achievement community of practice connected pedagogy contemporary context course module create critical cultural patterns culturally relevant culturally relevant teaching culturally responsive curriculum discourse 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 Jean Lave knowledge Ladson-Billings language learning achievement mainstream Mary Crow Dog means ment narrative Native Americans notion one’s organize participation pedagogical theory pedagogy for African performance perspective prac professional public schools situated situated cognition situated learning specific story successful symbols system of practice talk task teachers of African teaching and learning tion traditions urban White