|
Books by
Joyce E. King
Black
Education /
Preparing Teachers for
Cultural Diversity /
Teaching Diverse Populations
Black Mothers
to Sons: Juxtaposing African American Literature with Social
Practice.
* *
* * *
Black
Education
A Transformative
Research and Action Agenda for the New Century
Edited by Joyce E. King
Reviews
Once we learn to
teach poor Black children, we will likely learn better how to
educate all children—Carol D. Lee, from
Chapter 3 "The State of Knowledge about the Education of
African Americans"
This volume and
the effort of the Commission on Research in Black Education (CORIBE)
. . . disrupts the discourse of Black inferiority and . . .
suggests that the strengths tahta re already present and are
ripe for development among Black peoples are gifts that
humankind the world over so desperately needs . . . . By
blurring the artificially constructed lines between research and
practice CORIBE has produced a volume that speaks to multiple
audiences in multiple ways. It provides a "grammar" of
Black education unlike anything mainstream research has ever
seen.—Gloria Ladson-Billings,
University of
Wisconsin/Madison, from the Foreword
This volume presents the findings and
recommendations of the American Educational Research
Association's (AERA) Commission on Research in Black Education (CORIBE)
and offers new directions for research and practice. By
commissioning an independent group of scholars of diverse
perspectives and voices to investigate major issues hindering
the education of Black people in the U.S., other Diaspora
contexts, and Africa, the AERA sought to place issues of Black
education and research practice in the forefront of the agenda
of the scholarly community. An unprecedented critical challenge
to orthodox thinking, this book makes an epistemological break
with mainstream scholarship.
Contributors present research on proven
solutions—best practices—that prepare Black students and
others to achieve at high levels of academic excellence and to
be agents of their own socioeconomic and cultural
transformation. These analyses and empirical findings also link
the crisis in Black education to embedded ideological biases in
research and the system of thought that often justifies the
abject state of Black education.
Written for both a scholarly and a general
audience, this book demonstrates a transformative role for
research and a positive role for culture in learning, in the
academy, and in community and cross-national contexts.
Volume editor
Joyce E. King is the Benjamin E. Mays Endowed Chair of Urban
Teaching, learning, and leadership at Georgia State University
and was chair of CORIBE—Publisher, Lawrence
Erlbaum Associates, Inc.
* * *
* *
Contents
|
Foreword |
xiii |
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|
|
|
Acknowledgements |
xix |
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|
|
Preface |
xxi |
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|
|
| Part I |
Theorizing Transformative
Black Education Research and Practice |
1 |
|
|
|
| 1 |
A
Transformative Vision of Black Education for Human Freedom |
3 |
|
Joyce E. King |
|
|
|
|
| 2 |
A Declaration
of Intellectual Independence for Human Freedom |
19 |
|
Joyce E. King |
|
|
|
|
| Part II |
Taking Culture into Account:
Learning Theory and Black Education |
43 |
|
|
|
| 3 |
The State of
Knowledge about the education of African Americans |
45 |
|
Carol D. Lee |
|
|
|
|
| 4 |
Intervening
Research Based on Current Views of Cognition and Learning |
|
|
Carol D. Lee |
73 |
|
|
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| Part III |
Expanding the Knowledgeable
in Black Education and Research |
|
|
Globally |
115 |
|
|
|
| 5 |
Colonial
Education in Africa: Retrospects and Prospects |
117 |
|
William H.
Watkins |
|
|
|
|
| 6 |
Black
Populations Globally: The Costs of the Underutilization of
Blacks In Education |
135 |
|
Kassie Freeman |
|
|
|
|
| Part IV |
Engaging the Language and
Policy Nexus in African Education |
157 |
|
|
|
| 7 |
When the
Language of Education Is Not the Language of Culture: The
Epistemology |
|
|
of Systems of
Knowledge and Pedagogy |
159 |
|
Hassimi Oumarou
Maiga |
|
|
|
|
| 8 |
Initiating
Transformations of Realities in African and African
American Universities |
183 |
|
Beverly Lindsay |
|
|
|
|
| Part V |
Situating Equity Policy and
Pedagogy in the Political Economic Context |
195 |
|
|
|
| 9 |
New
Standards and old Inequalities: School Reform and the
Education of African |
|
|
American
Students |
197 |
|
Linda
Darling-Hammond |
|
|
|
|
| 10 |
On the Road to
Democratic Economic Participation: Educating African
American Youth |
|
|
in the
Postindustrial Global Economy |
225 |
|
Jessica Gordon
Nembhard |
|
|
|
|
| Part VI |
Humanizing Education: Diverse
Voices |
241 |
|
|
|
| 11 |
A Detroit
Conversation |
243 |
|
Joyce E. King and
Sharon Parker, Editors |
|
|
|
|
| 12 |
Faith and
Courage to Educate Our Own: Reflections on Islamic Schools
in the African |
|
|
American
Community |
261 |
|
Zakiyyah Muhammad |
|
|
|
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| Part VII |
Globalizing the struggle for
Black Education: |
|
|
African and Diaspora
Experience |
281 |
|
|
|
| 13 |
Worldwide
Conspiracy Against Black Culture and Education |
285 |
|
Ibrahima Seck |
|
|
|
|
| 14 |
Black
Educational Experiences in Britain: |
|
|
Reflections on
the Global Educational Landscape |
291 |
|
Cecile Wright |
|
|
|
|
| 15 |
Black People
and Brazilian Education |
297 |
|
Terezinha Juraci
Machado da Silva |
|
|
|
|
| 16 |
A New
Millennium Research Agenda in Black Education: Some Points
to Be |
|
|
Considered fro
Discussion and Decisions |
301 |
|
Petronilha
Beatriz Gonçalves e Silva |
|
|
|
|
| Part VIII |
"Ore Ire" --
Catalyzing Transformation in the Academy: |
|
|
Our Charge to Keep |
309 |
|
|
|
| 17 |
Culturally
Sensitive Research and Evaluation: |
|
|
Advancing an
Agenda for Black Education |
313 |
|
Linda C. Tillman |
|
|
|
|
| 18 |
"Anayme
Nti"--As Long As I Am Alive, I Will Never Eat Weeds: |
|
|
The Online
Institute as a Catalyst for Research and Action in Black
Education |
323 |
|
Annette Henry |
|
|
|
|
| 19 |
Incidents in
the Lives of Harriet Jacob's Children--A Readers Theatre: |
|
|
Disseminating
the Outcomes of Research on the Black Experience in the
Academy |
329 |
|
Cirecie A. West-Olatunji |
|
|
|
|
| 20 |
Answering a
Call for Transformative Education in the New Millennium-- |
|
|
"A Charge
to Keep"; The CORIBE Documentary Video |
341 |
|
Djanna Hill |
|
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Afterword |
347 |
|
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Postscript |
351 |
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Appendix
A A Transformative Research and
Action Agenda for Human Freedom |
|
|
in the New
Century |
353 |
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|
|
|
Appendix
B-1 Black Education, Toward the
Human, After "Man": |
|
|
in
the Manner of a Manifesto |
357 |
|
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Appendix
B-2 Race and Our Biocentric Belief
System: |
|
|
An Interview
with Sylvia Wynter |
361 |
|
|
|
|
Appendix
C A Glossary of Terms |
367 |
|
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Contributing
Authors |
371 |
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|
References |
377 |
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|
Author Index |
421 |
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|
Subject Index |
431 |
* *
* * *
|
She
has published many articles as well that address the role
of cultural knowledge in effective teaching and teacher
preparation, black teachers’ emancipatory pedagogy, research
methods, black studies epistemology and curriculum change. King
is a graduate of Stanford University where she received a Doctor
of Philosophy degree in social foundations and a Bachelor of
Arts degree in sociology. She also holds a certificate from the
Harvard Institute in educational management. Click to purchase
Black
Education. There is also a video
documentary |
posted 22 July 2008
*
* * * *
Zippety Doo Dah, Zippety-Ay: How Satisfactch'll Is Education
Today? Toward a New Song of the South
Dr. Joyce E. King on Black
Education and New Paradigms
* *
* * *
Privatizing Education: The Neoliberal Project
Black Education and Afro-Pessimism /
The Collapse of Urban Public
Schooling /
The Myth
of Charter Schools
* *
* * *
|
The White Architects of Black Education
Ideology and Power in America, 1865-1954
By William
Watkins
William H.
Watkins is subtle in his story of the “white
architects” who developed Black education beginning
in 1865, just at the end of the Civil War. Watkins
shocks you with his “scientific racism” platform
that he explains “presented human difference as the
rational for inequality” and that it “can be
understood as an ideological and political issue”
(pg. 39). The reader senses a calm attitude about
the author as he speaks of the philanthropists,
beginning with John D. Rockefeller, Sr, who was most
concerned about “shaping the new industrial social
order” (pg. 133) than he was for providing a useful
education. “The Rockefeller group demonstrated how
gift giving could shape education and public policy”
(pg. 134). |
 |
In their support of
Black education, by 1964, the General Education Board (GEB)
spent more than $3.2 million dollars in gifts to support Black
education. This captivating book begins with a foreword written
by Robin D.G. Kelley who reflects that he learned one lesson
from Watkins, “If we are to create new models of pedagogy and
intellectual work and become architects of our own education,
then we cannot simply repair the structures that have been
passed down to us. We need to dismantle the old architecture so
that we might begin anew” (pg. xiii). Why don’t the school
reformers who mandate educational laws experience such an
awakening?—Review
by AC Snow
Source:
Cre3Design
* *
* * *
music website >
http://www.kalamu.com/bol/
writing website >
http://wordup.posterous.com/
daily blog >
http://kalamu.posterous.com
twitter >
http://twitter.com/neogriot
facebook >
http://www.facebook.com/kalamu.salaam
*
* * * *
Men
We Love, Men We Hate /
Ways of
Laughing (Kalamu ya Salaam)
The State of African Education
(April 200)
Attack On Africans Writing Their Own History Part 1 of 7
Dr Asa
Hilliard III speaks on the assault of academia on Africans writing and
accounting for their own history.
Dr Hilliard is A teacher,
psychologist, and historian.
Part 2 of 7
/
Part
3 of 7 /
Part 4 of 7
/
Part 5 of 7 /
Part 6 of 7 /
Part 7 of 7
*
* * * *
|
Basil Davidson
obituary—By Victoria Brittain—9 July 2010—Davidson [(9
November 1914 – 9 July 2010) a
British
historian, writer and
Africanist] was enthused early on by the end of British
colonialism and the prospects of pan-Africanism in the
1960s, and he wrote copiously and with warmth about newly
independent
Ghana and its leader, Kwame Nkrumah. He went to work for
a year at the University of Accra in 1964. Later he threw
himself into the reporting of the African liberation wars in
the Portuguese colonies, particularly in Angola,
Mozambique, Cape Verde and Guinea-Bissau. . . . In the
1980s, with most of the African liberation wars now
won—except for South Africa's— Davidson turned much of his
attention to more theoretical questions about the future of
the nation state in Africa. He remained a passionate
advocate of pan-Africanism. In 1988 he made a long and
dangerous journey into Eritrea, writing a persuasive defence
of the nationalists' right to independence from
Ethiopia, and an equally eloquent attack on the
revolutionary leader Colonel Mengistu and the regime that
had overthrown Haile Selassie.
Guardian |
 |
* * * *
*
Basil Davidson's "Africa Series"
Different
But Equal /
Mastering A Continent /
Caravans
of Gold /
The King and the City /
The Bible and The Gun
West Africa Before the Colonial Era: A
History to 1850
African Slave Trade: Precolonial History,
1450-1850
* * * *
*
John Henrik Clarke—A Great and Mighty Walk
The Katrina Papers a Journal of Trauma and Recovery
(Jerry W.
Ward, Jr.)
* *
* * *
|
The White Architects of Black Education
Ideology and Power in America, 1865-1954
By William
Watkins
William H.
Watkins is subtle in his story of the “white
architects” who developed Black education beginning
in 1865, just at the end of the Civil War. Watkins
shocks you with his “scientific racism” platform
that he explains “presented human difference as the
rational for inequality” and that it “can be
understood as an ideological and political issue”
(pg. 39). The reader senses a calm attitude about
the author as he speaks of the philanthropists,
beginning with John D. Rockefeller, Sr, who was most
concerned about “shaping the new industrial social
order” (pg. 133) than he was for providing a useful
education. “The Rockefeller group demonstrated how
gift giving could shape education and public policy”
(pg. 134). |
|
In their support of
Black education, by 1964, the General Education Board (GEB)
spent more than $3.2 million dollars in gifts to support Black
education. This captivating book begins with a foreword written
by Robin D.G. Kelley who reflects that he learned one lesson
from Watkins, “If we are to create new models of pedagogy and
intellectual work and become architects of our own education,
then we cannot simply repair the structures that have been
passed down to us. We need to dismantle the old architecture so
that we might begin anew” (pg. xiii). Why don’t the school
reformers who mandate educational laws experience such an
awakening?—Review
by AC Snow
* * *
* *
*
* * *
|
The White Architects of Black Education
Ideology and Power in America, 1865-1954
By William
Watkins
William H.
Watkins is subtle in his story of the “white
architects” who developed Black education beginning
in 1865, just at the end of the Civil War. Watkins
shocks you with his “scientific racism” platform
that he explains “presented human difference as the
rational for inequality” and that it “can be
understood as an ideological and political issue”
(pg. 39). The reader senses a calm attitude about
the author as he speaks of the philanthropists,
beginning with John D. Rockefeller, Sr, who was most
concerned about “shaping the new industrial social
order” (pg. 133) than he was for providing a useful
education. “The Rockefeller group demonstrated how
gift giving could shape education and public policy”
(pg. 134). |
|
In their support of
Black education, by 1964, the General Education Board (GEB)
spent more than $3.2 million dollars in gifts to support Black
education. This captivating book begins with a foreword written
by Robin D.G. Kelley who reflects that he learned one lesson
from Watkins, “If we are to create new models of pedagogy and
intellectual work and become architects of our own education,
then we cannot simply repair the structures that have been
passed down to us. We need to dismantle the old architecture so
that we might begin anew” (pg. xiii). Why don’t the school
reformers who mandate educational laws experience such an
awakening?—Review
by AC Snow
* *
* * *
 |
The
Death
and Life
of the
Great
American
School
System
How
Testing
and
Choice
Are
Undermining
Education
By
Diane
Ravitch
As an
education
historian
and
former
assistant
secretary
of
education,
Ravitch
has
witnessed
the
trends
in
public
education
over the
past 40
years
and has
herself
swung
from
public-school
advocate
to
market-driven
accountability
and
choice
supporter
back to
public-school
advocate.
With
passion
and
insight,
she
analyzes
research
and
draws on
interviews
with
educators,
philanthropists,
and
business
executives
to
question
the
current
direction
of
reform
of
public
education.
In the
mid-1990s,
the
movement
to boost
educational
standards
failed
on
political
concerns;
next
came the
emphasis
on
accountability
with its
reliance
on
standardized
testing.
Now
educators
are
worried
that the
No Child
Left
Behind
mandate
that all
students
meet
proficiency
standards
by 2014
will
result
in the
dismantling
of
public
schools
across
the
nation.
Ravitch
analyzes
the
impact
of
choice
on
public
schools,
attempts
to
quantify
quality
teaching,
and
describes
the data
wars
with
advocates
for
charter
and
traditional
public
schools. |
Ravitch
also
critiques
the
continued
reliance
on a
corporate
model
for
school
reform
and the
continued
failure
of such
efforts
to
emphasize
curriculum.
Conceding
that
there is
no
single
solution,
Ravitch
concludes
by
advocating
for
strong
educational
values
and
revival
of
strong
neighborhood
public
schools.
For
readers
on all
sides of
the
school-reform
debate,
this is
a very
important
book.—Vanessa
Bush
* *
* * *
|
Whatever It Takes
Geoffrey Canada's Quest to Change Harlem and
America
By
Paul Tough
What
would it take? That was the question that
Geoffrey Canada found himself asking. What
would it take to change the lives of poor
children—not one by one, through heroic
interventions and occasional miracles, but
in big numbers, and in a way that could be
replicated nationwide? The question led him
to create the Harlem Children's Zone, a
ninety-seven-block laboratory in central
Harlem where he is testing new and sometimes
controversial ideas about poverty in
America. His conclusion: if you want poor
kids to be able to compete with their
middle-class peers, you need to change
everything in their lives—their schools,
their neighborhoods, even the child-rearing
practices of their parents. Whatever It
Takes is a tour de force of reporting,
an inspired portrait not only of Geoffrey
Canada but also of the parents and children
in Harlem who are struggling to better their
lives, often against great odds. Carefully
researched and deeply affecting, this is a
dispatch from inside the most daring and
potentially transformative social experiment
of our time. |
 |
Paul Tough is an editor at the New York Times
Magazine and one of America's foremost writers on
poverty, education, and the achievement gap.
His reporting on Geoffrey Canada and the
Harlem
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* *
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