Black Education : A Transformative Research and Action Agenda for the New Century book cover
1st Edition

Black Education
A Transformative Research and Action Agenda for the New Century

Edited By

Joyce E. King

ISBN 9780805854589
Published June 2, 2005 by Routledge
480 Pages

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Book Description

Published for the American Educational Research Association by Routledge.

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.
Additional Resources
Black Education  [CD-ROM]
Research and Best Practices 1999-2001
Edited by
Joyce E. King
Georgia State University
Informed by diverse perspectives and voices of leading researchers, teacher educators and classroom teachers, this rich, interactive CD-ROM contains an archive of the empirical findings, recommendations, and best practices assembled by the Commission on Research in Black Education. Dynamic multi-media presentations document concrete examples of transformative practice that prepare Black students and others to achieve academic and cultural excellence. This CD-ROM was produced with a grant from the SOROS Foundation, Open Society Institute.
0-8058-5564-5 [CD-ROM] / 2005 / Free Upon Request
A Detroit Conversation [Video]
Edited by
Joyce E. King
Georgia State University
In this 20-minute video-documentary a diverse panel of educators--teachers, administrators, professors, a "reform" Board member, and parent and community activists--engage in a "no holds barred" conversation about testing, teacher preparation, and what is and is not working in Detroit schools, including a school for pregnant and parenting teens and Timbuktu Academy. Concrete suggestions for research and practice are offered.
0-8058-5625-0 [Video] / 2005 / $10.00
A Charge to Keep [Video]
The Findings and Recommendations of te AERA Commission on Research in Black Education
Edited by
Joyce E. King
Georgia State University
This 50-minute video documents the findings and recommendations of the Commission on Research in Black Education (CORIBE), including exemplary educational approaches that CORIBE identified, cameo commentaries by Lisa Delpit, Gloria Ladson-Billings, Kathy Au, Donna Gollnick, Adelaide L. Sanford, Asa Hilliard, Edmund Gordon and others, and an extended interview with Sylvia Wynter.
0-8058-5626-9 [Video] / 2005 / $10.00

Table of Contents

Contents: Foreword. Preface. Part I: Theorizing Transformative Black Education Research and Practice. J.E. King, A Transformative Vision of Black Education for Human Freedom. J.E. King, A Declaration of Intellectual Independence for Human Freedom. Part II: Taking Culture Into Account: Learning Theory and Black Education. C.D. Lee, The State of Knowledge About the Education of African Americans. C.D. Lee, Intervention Research Based on Current Views of Cognition and Learning. Part III: Expanding the Knowledgebase in Black Education and Research Globally. W.H. Watkins, Colonial Education in Africa: Retrospects and Prospects. K. Freeman, Black Populations Globally: The Costs of the Underutilization of Blacks in Education. Part IV: Engaging the Language and Policy Nexus in African Education. H.O. Maiga, When the Language of Education Is Not the Language of Culture: The Epistemology of Systems of Knowledge and Pedagogy. B. Lindsay, Initiating Transformations of Realities in African and African American Universities. Part V: Situating Equity Policy and Pedagogy in the Political Economic Context. L. Darling-Hammond, New Standards and Old Inequalities: School Reform and the Education of African American Students. J.G. Nembhard, On the Road to Democratic Economic Participation: Educating African American Youth in the Postindustrial Global Economy. Part VI: Humanizing Education: Diverse Voices. J.E. King, S. Parker, A Detroit Conversation. Z. Muhammad, Faith and Courage to Educate Our Own: Reflections on Islamic Schools in the African American Community. Part VII: Globalizing the Struggle for Black Education: African and Diaspora Experiences. I. Seck, Worldwide Conspiracy Against Black Culture and Education. C. Wright, Black Educational Experiences in Britain: Reflections on the Global Educational Landscape. T.J. Machado da Silva, Black People and Brazilian Education. P.B. Gonçalves e Silva, A New Millennium Research Agenda in Black Education: Some Points to Be Considered for Discussion and Decisions. Part VIII: "Ore Ire"--Catalyzing Transformation in the Academy: Our Charge to Keep. L.C. Tillman, Culturally Sensitive Research and Evaluation: Advancing an Agenda for Black Education. A. Henry, "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. C.A. West-Olatunji, Incidents in the Lives of Harriet Jacobs' Children--A Readers Theatre: Disseminating the Outcomes of Research on the Black Experience in the Academy. D. Hill, Answering a Call for Transformative Education in the New Millennium--"A Charge to Keep": The CORIBE Documentary Video. Afterword. Postscript. Appendices.

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"The book Black Education: A Transformative Research and Action Agenda for the New Century, edited by Joyce E. King, is an educational blueprint for giving the world its third and greatest humanity. All educators, from those who work with the youngest of learners to those who work with graduate students, will find Black Education to be a critical examination of the state of global Black education and what needs to be done by educators and countries to remedy situations that create Black educational underachievement....provides a framework for those of us who seek to continue the onward march of human civilization, liberation, and transformation and provide a golden path for the continuation of our species."

"This provocative body of work is the result of intensive research investigations that were launched by the Commission on Research in Black Education (CORIBE)....It is a thought-provoking page-turner and a noteworthy read for general audiences who are intrigued with the topic of education reform and issues germane to traditionally underrepresented populations."
Multicultural Review

"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 CORIBE...disrupts the discourse of Black inferiority and...suggests that the strengths that are 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 educational research has ever seen."
Gloria Ladson-Billings
From the Foreword