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ERIC Number: ED463266
Record Type: RIE
Publication Date: 2002
Pages: 224
Abstractor: N/A
ISBN: ISBN-0-7914-5292-1
African-Centered Pedagogy: Developing Schools of Achievement for African American Children. SUNY Series, The Social Context of Education.
Murrell, Peter C., Jr.
This book critically reinterprets several key educational frameworks and recommends integrating the historical, cultural, political, and developmental considerations of the African American experience into a unified system of instruction, highlighting practices that already exist and linking them to contemporary ideas and innovations concerning effective practice in African American communities. It features a case study analysis of a school seeking to incorporate the unified theory and embrace African-centered practice. The book suggests that key educational frameworks, although ineffective with African American children, hold promise if reinterpreted. Ten chapters are: (1) "The Wrong Frames for the Right Problem"; (2) "Traditions of African American Education: A Historical Perspective"; (3) "Culture, Cognition, and the Community of Achievement"; (4) "Overview of the Pedagogical Theory"; (5) "From a Community of Caring to a Community of Achievement"; (6) "Teaching as Assisted Performance in the African American Tradition"; (7) "The Classroom Ecology of Culture and Language"; (8) "Discourse Practices in a Community of Achievement"; (9) "Teaching for Understanding, Learning for Liberation"; and (10) "Appraising My Own Practice: African-Centered Pedagogy in Preparing Teachers." Three appendixes present a book list for African-centered graduate module, video review assessment sheet, and evaluation sheet for curriculum blueprint. (Contains 163 references.) (SM)
State University of New York Press, c/o CUP Services, Box 6525, Ithaca, NY 14851 (paperback: ISBN-0-7914-5292-1, $21.95; hardcover: ISBN-0-7914-5291-3, $65.50). Tel: 800-666-2211 (Toll Free); Web site:
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: State Univ. of New York, Albany.