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African-Centered Pedagogy: Developing Schools of Achievement by Peter C. Murrell Jr.

By Peter C. Murrell Jr.

Integrates the old, cultural, political, and developmental concerns of the African American event right into a idea for the tutorial success of African American children.

What can academics, directors, households, and groups do to create faculties that supply wealthy studying reports for African American little ones? in accordance with a severe reinterpretation of a number of key academic frameworks, African-Centered Pedagogy is a realistic advisor to complete instructing. Murrell indicates integrating the historic, cultural, political, and developmental concerns of the African American event right into a unified approach of guideline, bringing to gentle these practices that exist already and linking them to modern principles and techniques that trouble potent perform in African American groups. this is often then utilized via a case learn research of a college looking to comprise the unified idea and include African-centered perform. Murrell argues that key academic frameworks—although presently useless with African American children—hold promise if reinterpreted.

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Additional info for African-Centered Pedagogy: Developing Schools of Achievement for African American Children (The Social Context of Education) (Suny Series, the Social Context of Education)

Sample text

That coach is the teacher who focuses on practice—not on things unrelated to the actions of hitting and diving. Identifying the characteristics of successful practice of teachers of African American children is, and will continue to be, critically important. Everyone needs to know about, and be reminded of, the qualities of successful practice. However, specifying teacher qualities alone is insufficient and incomplete as a means of developing connected pedagogy for African American children. There is a far cry between knowing the qualities of successful teachers, and knowing how to incorporate them in one’s own practice.

This distinction between schooling and education has always been a powerful defining emblem in the collective experience of Africans in America (Shujaa, 1992; 1994), as you will see in chapter 2. The African-centered pedagogy in these pages is designed to bridge the chasm between the needs of African American children’s performance on the one hand, and current teaching practices on the other hand. The aim is to link the heritage of cultural practices and learning practices in the African American experience with the immediate school experiences of African American students in ways that promote their development as well as achievement.

My educational career since my early days of teaching has been, in various forms, battling with the wrong frames and approaches to that problem. What system of practices is needed for African American children and youth that will enrich learning and development in urban public schools? THE WRONG FRAMES FOR THE RIGHT PROBLEM 7 That is the question the African-centered pedagogy addresses in this volume. I need to say at the outset that this a difficult undertaking. We are talking here about developing a system of practice that cuts against the grain of contemporary thinking on teaching, learning, schooling, and Black achievement.

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