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African-Centered Pedagogy: Developing Schools of Achievement for African American Children / Edition 1

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Overview

Integrates the historical, cultural, political, and developmental considerations of the African American experience into a theory for the educational achievement of African American children.
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Editorial Reviews

From the Publisher
“Murrell’s autobiographical voice not only provides a historical and cultural space for understanding the particulars of African American teaching and learning, but also presents a personal case that is both powerful and illuminating. This book will reshape our thinking about what theory is and what it means for teaching practice.” — James Earl Davis, coeditor of Black Sons to Mothers: Compliments, Critiques, and Challenges for Cultural Workers in Education
Booknews
Murrell (education, Northeastern U.) presents a structural pedagogical theory that unites the historical, cultural, political, and developmental considerations of the African American experience and discusses a case study in which attempts to implement the theory were made. Critically reappraising constructivist teaching, responsive teaching, child-centered learning, cognitively guided instruction, and other educational frameworks, he discusses how the good ideas of the various frameworks can be united for an active pedagogy. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780791452929
  • Publisher: State University of New York Press
  • Publication date: 2/28/2002
  • Series: Social Context of Education Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 256
  • Sales rank: 935,924
  • Product dimensions: 5.40 (w) x 8.40 (h) x 0.50 (d)

Meet the Author

Peter C. Murrell Jr. is Associate Professor of Education and Director of the Center for Innovation in Urban Education at Northeastern University. He is the author of Like Stone Soup: The Role of the Professional Development School in the Renewal of Urban Schools.

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Table of Contents

List of Figures and Tables

Preface

Introduction

Part I: Framing the Work

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

Part II: Pedagogical Theory for Building a Community of African American 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 and Liberation
10. Appraising My Own Practice: African-Centered Pedagogy in Preparing Teachers

Appendices

References

Index

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