African-Centered Schooling in Theory and Practice: - download pdf or read online

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By Diane S Pollard

ISBN-10: 0585393419

ISBN-13: 9780585393414

ISBN-10: 0897897285

ISBN-13: 9780897897280

Although faculties with an African-centered academic concentration have existed for over 2 hundred years, they've got usually been self sufficient associations. in the previous few years, the belief of incorporating an African and African-American cultural orientation in public colleges has been explored. This exploration has proceeded in a few methods: in Baltimore, MD, African-centered schooling was once instituted in chosen study rooms inside an in a different way conventional university. In Milwaukee, and in different towns resembling Detroit, MI, and Washington, DC, African-centered courses were carried out in chosen schools.

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For example, in 1990-1991, theyear before this particular experiment began,results from the Iowa Tests of Basic Skills showed that only 15 percent of fifth graders scored at or above the nationalaverage in reading,and only 28 percent achieved similar results in math. Only slightly more than half of the school’s third graders, 57 percent, achieved a passing score on thestate-administered readingtest. In summary, then, at the time that anAfrican-centered focus wasinitiated at thiselementary school,a number of indicators suggested that it was typical of urban elementary schools serving poor African American children.

Indeed,it has been projectedthat by the year 2000 African Americanand other students of color will comprise majoritiesin more than50 major cities in the United States (Frierson, 1990). In addition, because of the economic dislocations in urban communities, large numbers of these children have grown up in conditions of poverty. The extreme nature of this poverty, combined with continuing discrimination and institutionalized racism, meant thatmany of these children lived under great stress (McKenzie, 1991).

Second, they often bringto their classrooms beliefs in the efficacy of African American children, an ability to communicate with them, and the use of culturally relevant pedagogical strategies (King, 1993). O n the other hand, white teachers, whodo not share the cultureof African American students,may not understand theirbehavior or appreciate the talents they bring to the school setting, especially if they have not had the opportunity to learn about African and African American history and culture.

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African-Centered Schooling in Theory and Practice: by Diane S Pollard

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