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Although schools with an African-centered educational focus have existed for over 200 years, they have most often been independent institutions. Within the past few years, the idea of incorporating an African and African-American cultural orientation in public schools has been explored. This exploration has proceeded in a number of ways: in Baltimore, MD, African-centered education was instituted in selected classrooms within an otherwise traditional school. In Milwaukee, and in other cities such as Detroit, MI, and Washington, DC, African-centered programs have been implemented in selected schools.
List of contents
Introduction
Historical, Social, and Cultural Contexts of the African American Immersion Schools
A Portrait of the African American Immersion Elementary School
A Portrait of the African American Immersion Middle School
Transformations
Surface to Deep Transformations
Lessons Learned
Talent Development, Cultural Deep Structure and School Reform: Implications for African Immersion Initiatives by A. Wade Boykin
"Island by Island We Must Go Across" Challenges from Language and Culture among African Americans by Shirley Brice Heath
Culturally Relevant Pedagogy in African Centered-Schools: Possibilities for Progressive Educational Reform by Gloria Ladson-Billings
African-Centered Education: Critical Questions for Further Considerations by Jocqueline Jordan Irvine
Epilogue
Index
About the author
DIANE S. POLLARD is Professor of Educational Psychology, University of Wisconsin, Milwaukee.
CHERYL S. AJIROTUTU is Associate Professor of Anthropology, University of Wisconsin, Milwaukee.
