By Peter C. Murrell Jr.
Integrates the old, cultural, political, and developmental issues of the African American event right into a thought for the schooling fulfillment of African American young ones.
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Additional resources for African-Centered Pedagogy: Developing Schools of Achievement for African American Children
Only one seemed like the home to which I had never been. Two major themes of the Black cultural experience that are central to education—double vision/consciousness and resistance through which achievement is realized. In my two figured worlds (see Holland, Lachicotte, Skinner, & Cain, 1998, pp. 41–42)—the African American Sunday School and the racially homogeneous public school—these themes were transfigured in different ways. The African American figured world was a context that aided the resolution of my identity conflicts, and gave greater meaning to the struggle.
Let me pose a couple of questions to readers at this point to focus your reflection on the significance of this experience. Have you ever had to be an emissary for your race? Have you ever been given cause to even think about 6 AFRICAN-CENTERED PEDAGOGY your race in the context of school? What is it like for children who labor under an emissary identity (for an excellent treatment of these questions, see Garrod, Ward, Robinson, & Kilkenny, 1999). For me, the resolution of the two central themes in African American educational experience—resistance to assaults on my African American identity and the dilemma of belonging due to the double-consciousness DuBois described—was through academic achievement.
True teaching always results in demonstrable outcomes. The evidence of teaching is in students’ development and achievement as learners, and their agency and consciousness as citizens. ” This need to rephrase the focus on achievement outcomes illustrates how the conventional understanding of teaching is disconnected from learning results. It will take a connected pedagogy—a system of thought to change this subtle and unconscious mindset that separates the activity of teaching from learning activity and outcomes.