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  • 1
    UID:
    almafu_BV002626371
    Format: XI, 132 S.
    ISBN: 0-8204-1186-8
    Series Statement: American university studies : Series 14, Education 27
    Note: Literaturverz. S. 113 - 126
    Language: English
    Subjects: American Studies
    RVK:
    Keywords: Literatur ; Mutter ; Sohn ; Schwarze ; Literatur ; Schwarze ; Soziale Wirklichkeit
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  • 2
    Book
    Book
    New York [u.a.] :Teachers College Press,
    UID:
    almafu_BV011318234
    Format: XVI, 287 S.
    ISBN: 0-8077-3606-6 , 0-8077-3605-8
    Language: English
    Subjects: Education
    RVK:
    RVK:
    Keywords: Interkulturelle Erziehung ; Lehrerbildung ; Aufsatzsammlung ; Aufsatzsammlung
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  • 3
    UID:
    almahu_9948311135702882
    Format: xxx, 443 p. : , ill.
    Edition: Electronic reproduction. Ann Arbor, MI : ProQuest, 2015. Available via World Wide Web. Access may be limited to ProQuest affiliated libraries.
    Language: English
    Keywords: Electronic books.
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  • 4
    UID:
    almafu_9959227163202883
    Format: 1 online resource (474 p.)
    Edition: 1st ed.
    ISBN: 1-135-60278-6 , 1-135-60279-4 , 1-282-37536-9 , 9786612375361 , 1-4106-1391-7
    Content: 〈![CDATA[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 o
    Note: Description based upon print version of record. , Contents; Foreword; Acknowledgments; Preface; Part I: Theorizing Transformative Black Education Research and Practice; Part II: Taking Culture Into Account: Learning Theory and Black Education; Part III: Expanding the Knowledgebase in Black Education and Research Globally; Part IV: Engaging the Language and Policy Nexus in African Education; Part V: Situating Equity Policy and Pedagogy in the Political Economic Context; Part VI: Humanizing Education: Diverse Voices; Part VII: Globalizing the Struggle for Black Education: African and Diaspora Experiences , Part VIII: "Ore Ire"-Catalyzing Transformation in the Academy: Our Charge to KeepAfterword; Postscript; Appendix A: A Transformative Research and Action Agenda for Human Freedom in the New Century; Appendix B-1: Black Education, Toward the Human, After "Man": In the Manner of a Manifesto; Appendix B-2: Race and Our Biocentric Belief System: An Interview With Sylvia Wynter; Appendix C: A Glossary of Terms; Contributing Authors; References; Author Index; Subject Index , English
    Additional Edition: ISBN 0-8058-5458-4
    Additional Edition: ISBN 0-8058-5457-6
    Language: English
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  • 5
    UID:
    almafu_9961152144302883
    Format: 1 online resource (163 pages)
    ISBN: 1-9755-0464-X
    Content: We Be Lovin' Black Childrenis a pro-Black book. Pro-Black does not mean anti-white or anti anything else. It means that this little book is about what we must do to ensure that Black children across the world are loved, safe, and that their souls and spirits are healed from the ongoing damage of living in a world where white supremacy flourishes. It offers strategies and activities that families, communities, social organizations, and others can use to unapologetically love Black children. This book will facilitate Black children's cultural and academic excellence. Meet the editors: https://youtu.be/q21_yZCblk8.
    Note: Cover -- Half-Title -- Title -- Copyright -- Contents -- Acknowledgments -- Preface -- Introduction-We Be Lovin' Black Children -- Part I: Black Folks in the United States -- Chapter 1: Open Love Letter to Black Families and Communities (Kamania Wynter-Hoyte and Gloria Swindler Boutte) -- Chapter 2: Say It Loud-I'm Black and I'm Proud: Beauty, Brilliance, and Belonging in Our Homes, Classrooms, and Communities (Jarvais Jackson, Saudah Collins, Janice Baines, and Valente' Gibson) -- Chapter 3: Great Rising: Activities to Inspire Black Teens and Youth (Shaquetta Moultrie, Antoinette Gibson, and Julia Dawson) -- Chapter 4: Preparing Black Children to Identify and Confront Racism in Books, Media, and Other Texts: Critical Questions (Meir Muller) -- Chapter 5: E ach One, Teach One: Reflections and Lessons on Mentoring Young Men of Color (Ricardo Neal and Kindel Nash) -- Chapter 6: We Be Family (Kayla Hostetler and Jamon Dubose) -- Chapter 7: The Crown on Your Head: Teaching African Diaspora Literacy Through Hair (Shayla Calhoun and Joy Howard) -- Chapter 8: Teaching Our Children About Blackness in the World (Lasana D. Kazembe, Leslie K. Etienne, and Tambra O. Jackson) -- Part II: Black Folks All Over the World -- Chapter 9: African Diaspora Literacy in Jamaica and the Wider Caribbean (Dr. Clement T. M. Lambert) -- Chapter 10: Lessons From Africa (Asangha Muki, Samuel Ntewusu, Moepeola Omoegun, and Berte Van Wyk) -- Chapter 11: Resources (LaGarrett J. King, Gloria Swindler Boutte, Joyce E. King, and George L. Johnson, Jr.) -- Appendix A: Dimensions of African American Culture -- Appendix B: Ten Principles for Black Education and Socialization -- About the Authors -- Index.
    Additional Edition: ISBN 1-9755-0462-3
    Language: English
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  • 6
    UID:
    almahu_9949880596402882
    Format: 1 online resource
    ISBN: 9781351213219 , 1351213210
    Content: "Moving beyond the content integration approach of multicultural education, this text powerfully advocates for the importance of curriculum built upon authentic knowledge construction informed by the Black intellectual tradition and an African episteme. By retrieving, examining, and reconnecting the continuity of African Diasporan heritage with school knowledge, this volume aims to repair the rupture that has silenced this cultural memory in standard historiography in general and in PK-12 curriculum content and pedagogy in particular. This ethically informed curriculum approach not only allows students of African ancestry to understand where they fit in the world but also makes the accomplishments and teachings of our collective ancestors available for the benefit of all. King and Swartz provide readers with a process for making overt and explicit the values, actions, thoughts, and behaviors reflected in an African episteme that serves as the foundation for African Diasporan sociohistorical phenomenon/events. With such knowledge, teachers can conceptualize curriculum and shape instruction that locates people in all cultures as subjects with agency whose actions embody their ongoing cultural legacy."--
    Note: Introduction : a conversation -- Locating democracy and Benjamin Banneker -- Teaching African language for historical consciousness : recovering group memory and identity -- Worldview, scholarship, and instructional agency -- White progressive education, African worldview, and democratic practice -- A call for a reparatory justice curriculum for human freedom : re-writing the story of our dispossession and the debt owed -- Returning what we learn to the people : theory and practice -- Afterword / Vera L. Nobles and Wade W. Nobles. , Cover; Title; Copyright; Dedication; CONTENTS; A Note About the Paperback Cover Image; Foreword; Preface; Acknowledgments; 1 Introduction: A Conversation; 2 Locating Democracy and Benjamin Banneker: Theory and Practice; 3 Teaching African Language for Historical Consciousness: Recovering Group Memory and Identity; 4 Worldview, Scholarship, and Instructional Agency; 5 White Progressive Education, African Worldview, and Democratic Practice; 6 A Call for a Reparatory Justice Curriculum for Human Freedom: Rewriting the Story of Our Dispossession and the Debt Owed. , 7 Returning What We Learn to the People: Theory and PracticeAfterword; About the Authors; Index.
    Additional Edition: Print version: ISBN 9780815380429
    Additional Edition: ISBN 0815380429
    Language: English
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