A dynamic leader and visionary teacher/scholar, Joyce E. King has made important contributions to the knowledge base on preparing teachers for diversity, culturally connected teaching and learning, and inclusive transformative leadership for change, often in creative partnership with communities. Dr. King is internationally recognized for her innovative interdisciplinary scholarship, teaching practice, and leadership. Her concept of "dysconscious racism" continues to influence research and practice in education and sociology in the U.S. and in other countries. This volume weaves together ten of her most influential writings and four invited reflections from prominent scholars on the major themes the work addresses.
In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces—extracts from books, key articles, salient research findings, major theoretical and/or practical contributions—so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field.
Introduction My Grandmother Made Quilts: Forms of Knowledge, Ways of Knowing and Being, Teachings for Human Freedom
Part I Groundings: Answering an Ancestral Call, Deciphering Dysconscious Racism
Part I Introduction
Reflection Groundings: A Framework for Educational Inquiry by Annette Henry
Chapter 1 A Black Woman Speaks on Leadership
Chapter 2 In Search of a Method for Liberating Education and Research: The Half (That) Has Not Been Told
Chapter 3 Critical and Qualitative Research in Teacher Education: A Blues Epistemology for Cultural Well-Being and a Reason for Knowing
Reflection Dysconscious Racism, Land of Immigrants, and Culturally-based Pedagogy: The Legacy of Joyce E. King by Joel Spring
Chapter 4 Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers
Chapter 5 "[Art Thou] Come to the Kingdom for Such a Time as This?": Transformative Public Scholarship for Social Change
Part II Afrocentric Praxis: Liberating Knowledge for Human Freedom
Part II Introduction
Reflection Forbidden Knowledge by Ibrahima Seck
Chapter 6 Diaspora Literacy and Consciousness in the Struggle Against Miseducation in the Black Community
Chapter 7 "If Justice is Our Objective": Diaspora Literacy, Heritage Knowledge, and the Praxis of Critical Studyin’ for Human Freedom
Chapter 8 Who Dat Say (We) "Too Depraved to Be Saved"? Re-membering Katrina/Haiti (and Beyond): Critical Studyin’ for Human Freedom
Reflection Teaching and Learning Informed by a Culturally Grounded Practice by Susan Goodwin
Chapter 9 Transformative Curriculum Praxis for the Public Good
Chapter 10 Cultural Knowledge
Chapter 11 "Thank you for opening our minds": On Praxis, Transmutation, and Black Studies in Teacher Development
Epilogue Black Education Post-Katina: And All Us We Are Not Saved
About the Contributors
The World Library of Educationalists celebrates the important contributions to education made by leading experts in their individual fields of study. Each scholar has compiled a career-long collection of what they consider to be their finest pieces: extracts from books, journals, articles, major theoretical and practical contributions, and salient research findings.
For the first time ever the work of each contributor is presented in a single volume so readers can follow the themes and progress of their work and identify the contributions made to, and the development of, the fields themselves.
The distinguished careers of the selected experts span at least two decades and include Richard Aldrich, Stephen J. Ball, Elliot W. Eisner, John Elliott, Howard Gardner, John Gilbert, Ivor F. Goodson, David Hargreaves, David Labaree and E.C. Wragg.
Each book in the series features a specially written introduction by the contributor giving an overview of their career, contextualizing their selection within the development of the field, and showing how their own thinking developed over time.