Dysconscious Racism, Afrocentric Praxis, and Education for Human Freedom

Through the Years I Keep on Toiling: The selected works of Joyce E. King
1. Auflage 2015
ISBN: 978-1-138-85932-6
Verlag: Routledge

Buch, Englisch, 316 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 613 g

Reihe: World Library of Educationalists

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.

Autoren/Hrsg.

King, Joyce E.

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Acknowledgements

Credits

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

Index

Über Autor(innen)

Joyce E. King is the Benjamin E. Mays Endowed Chair of Urban Teaching, Learning and Leadership at Georgia State University, USA. Dr. King served as the 2014-2015 President of AERA, chaired the AERA Commission on Research in Black Education (CORIBE), and served as editor of the resulting volume, Black Education: A Transformative Research and Action Agenda for the New Century. Her publications include "Re-membering" History in Student and Teacher Learning: An Afrocentric Culturally Informed Praxis (with E.E. Swartz), Preparing Teachers for Cultural Diversity and Teaching Diverse Populations: Formulating a Knowledge Base (both co-edited with E. R. Hollins and W. C. Hayman), Mothers to Sons: Juxtaposing African American Literature with Social Practice (with C.A. Mitchell), and numerous book chapters and journal articles. In recognition of her professional service, Dr. King was presented the Distinguished Career Contribution Award from the AERA Committee on Scholars of Color in Education. She has received fellowship awards from the American Council on Education, the W. K. Kellogg Foundation, and the National Institutes of Mental Health. She received the Distinguished Fellowship Award for Research and Leadership in Critical Studies in Education from the University of Auckland and "The Living Treasure of Africans in the Diaspora in Education and Social Sciences Award" for 20 Years of Participation in the Black Studies Research Center at the Federal University of Säo Carlos, Brazil.