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Publications (32)
This volume brings together leading scholars and practitioners to address the theory and practice of African-centered education. The contributors provide (1) perspectives on the history, methods, successes and challenges of African-centered education, (2) discussions of the efforts that are being made to counter the miseducation of Black children,...
In this African-centred autoethnography, the author self-reflexively narrates and critically interprets 40 years of selected examples of her teaching and activist social inquiry as Black Studies “practical-critical” activity: resisting white supremacy racism and alienation in the spirit of (Aunt) Jemima. As a site of memory, authentic blackness and...
Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/...
The article analyzes the North American context and strategies of the past and present Black American liberation. The author argues that despite the terror experienced by Black Americans during the process of slavery, in the struggle for civil rights, and in overcoming institutionalized racism, in their daily lives they experienced forms of psychic...
This multivocal essay engages complex ethical issues raised in collaborative community-based research (CCBR). It critiques the fraught history and limiting conditions of current ethics codes and review processes, and engages persistent troubling questions about the ethicality of research practices and universities themselves. It cautions against po...
In Chapter 3, “Teaching African Language for Historical Consciousness: Recovering Group Memory and Identity,” Joyce King and Hassimi Maïga illustrate powerful ways they use Songhoy-senni (language) concepts and history to permit African ancestry students and community members to experience connections to their heritage and engage all students in le...
The author reflects on the relevance of her intellectual journey through the Black consciousness movement in the 1960s to her pedagogy teaching from a Black Studies theoretical perspective on liberating knowledge. This pedagogical approach aims to fortify education students’ consciousness regarding a systemic understanding of how racism and dominat...
This article presents Joyce E. King’s 2015 AERA presidential address, which artfully combined scholarly discourse with performance elements and diverse voices in several multimedia formats. In discussing morally engaged research/ers dismantling epistemological nihilation, the article advances the argument that the moral stance, solidarity with raci...
The 2016 Charles H. Thompson lecture invokes the radical transformative power and possibilities of education research in the Black Liberation tradition of study, struggle and returning what we learn to the people. In this lecture Dr. Joyce Elaine King delineates the African philosophical and epistemological roots of this tradition in the works of h...
Research on education and society is the focus in discussing four essays of AERA past presidents, Newton Edwards, Maxine Greene, Linda Darling-Hammond, and William F. Tate, IV. The title, “We May Well Become Accomplices . . . ,” is taken from Greene’s speech to foreground inherent moral obligations of scholars when racial and social justice is a go...
The Afrocentric Praxis of Teaching for Freedom explains and illustrates how an African worldview, as a platform for culture-based teaching and learning, helps educators to retrieve African heritage and cultural knowledge which have been historically discounted and decoupled from teaching and learning. The book has three objectives: To exemplify how...
What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? "Re-Membering" History in Student and Teacher Learning answers this question by explaining and illustrating a process of historical recovery that merges Afrocentric theory and principles of culturally informed curricular practice to reconnec...
In this essay, Joyce King attempts to interrupt the calculus of human (un)worthiness and to repair the collective cultural amnesia that are legacies of slavery and that make it easy-hegemonically and dysconsciously-for the public to accept myths and media reports, such as those about the depravity of survivors of Hurricane Katrina in New Orleans an...
This article examines the project “The Saddest Days: Katrina Experiences Through the Eyes of Children,” developed by the authors. The project uses the Gao School Museum (GSM) approach to develop instructional material that includes student experiences and voices. Specifically, the authors investigated how the “Saddest Days” Project, using the GSM m...
In 1999, the American Educational Research Association (AERA) initiated the Commission on Research in Black Education (CORIBE) to stimulate research, research dissemination, and policymaking to improve education for and about people of African ancestry. A central concern has been to examine how education research can effectively improve the lives o...
Two multicultural educators discuss how white teachers can help dismantle a legacy of racial domination and injustice. One describes the role for white teachers in multicultural education and their need to address issues of white privilege. The other presents personal stories of teachers' racial attitudes and lack of understanding of white privileg...
This paper is an interpretive review of selected sources in black studies, historical and literary scholarship, and research in the social sciences and multicultural education. One purpose of the review is to clarify the nature and production of culture-centered knowledge in African American intellectual thought, educational research, and practice....
Discusses the suppression of African culture in America. Finds that multicultural curricula still devalue Black culture. Offers a vision for living a humanely equitable existence and freeing Black children from oppressive learning environments. (DM)
‘Black‐Blacks are less capable. . .because they don't have White values! ‐‐ Comment to a Student Teacher from a Resident Teacher ‘After all, how much diversity can young White student teachers stand?’ ‐‐ Teacher Educator, AACTE, 1988
