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Author: T. Elon Dancy II
Publisher: IAP
ISBN: 1617359432
Category : Education
Languages : en
Pages : 222
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Book Description
African American Males in Education: Researching the Convergence of Race and Identity addresses a number of research gaps. This book emerges at a time when new social dynamics of race and other identities are shaping, but also shaped by, education. Educational settings consistently perpetuate racial and other forms of privilege among students, personnel, and other participants in education. For instance, differential access to social networks still visibly cluster by race, continuing the work of systemic privilege by promoting outcome inequalities in education and society. The issues defining the relationship between African American males and education remain complex. Although there has been substantial discussion about the plight of African American male participants and personnel in education, only modest attempts have been made to center analysis of identity and identity intersections in the discourse. Additionally, more attention to African American male teachers and faculty is needed in light of their unique cultural experiences in educational settings and expectations to mentor and/or socialize other African Americans, particularly males.
Author: T. Elon Dancy II
Publisher: IAP
ISBN: 1617359432
Category : Education
Languages : en
Pages : 222
Get Book Here
Book Description
African American Males in Education: Researching the Convergence of Race and Identity addresses a number of research gaps. This book emerges at a time when new social dynamics of race and other identities are shaping, but also shaped by, education. Educational settings consistently perpetuate racial and other forms of privilege among students, personnel, and other participants in education. For instance, differential access to social networks still visibly cluster by race, continuing the work of systemic privilege by promoting outcome inequalities in education and society. The issues defining the relationship between African American males and education remain complex. Although there has been substantial discussion about the plight of African American male participants and personnel in education, only modest attempts have been made to center analysis of identity and identity intersections in the discourse. Additionally, more attention to African American male teachers and faculty is needed in light of their unique cultural experiences in educational settings and expectations to mentor and/or socialize other African Americans, particularly males.
Author: D A Masolo
Publisher: Edinburgh University Press
ISBN: 1474470777
Category : Philosophy
Languages : en
Pages : 314
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Book Description
African Philosophy in Search of Identity
Author: Sipho Seepe
Publisher: Vista University and Skotaville Media
ISBN:
Category : Education
Languages : en
Pages : 208
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Book Description
Author: Na'ilah Suad Nasir
Publisher: Stanford University Press
ISBN: 0804779147
Category : Education
Languages : en
Pages : 215
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Book Description
As students navigate learning and begin to establish a sense of self, local surroundings can have a major influence on the range of choices they make about who they are and who they want to be. This book investigates how various constructions of identity can influence educational achievement for African American students, both within and outside school. Unique in its attention to the challenges that social and educational stratification pose, as well as to the opportunities that extracurricular activities can offer for African American students' access to learning, this book brings a deeper understanding of the local and fluid aspects of academic, racial, and ethnic identities. Exploring agency, personal sense-making, and social processes, this book contributes a strong new voice to the growing conversation on the relationship between identity and achievement for African American youth.
Author: Leketi Makalela
Publisher: Springer Nature
ISBN: 3030859614
Category : Education
Languages : en
Pages : 169
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Book Description
This book examines the intersections between education, identity formation, and language in post-apartheid South Africa with specific attention to higher education. It does so against the backdrop of the core argument that the sector plays a critical role in shaping, (re)producing and perpetuating sectoral, class, sub-national and national identities, which in turn, in the peculiar South African setting, are almost invariably analogous with the historical fault lines determined and dictated by language as a marker of ethnic and racial identity. The chapters in the book grapple with the nuances related to these intersections in the understanding that higher education language policies – overt and/or covert – largely structure institutional cultures, or what has been described as curriculum in higher education institutions. Together, the chapters examine the roles played by higher education, by language policies, and by the intersections of these policies and ethnolinguistic identities in either constructing and perpetuating, or deconstructing ethnolinguistic identities upon which the sector was founded. The introductory chapter lays out the background to the entire book with an emphasis on the policy and practice perspectives on the intersections. The middle chapters describe the so-called “White Universities”, “Black Universities” and “Middle-Man Minorities Universities”. The final chapter maps out future directions of the discourses on language and identity formation in South Africa’s higher education.
Author: Saundra M. Tomlinson-Clarke
Publisher: Routledge
ISBN: 1317577906
Category : Education
Languages : en
Pages : 201
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Book Description
The similarities between the United States and South Africa with respect to race, power, oppression and economic inequities are striking, and a better understanding of these parallels can provide educational gains for students and educators in both countries. Through shared experiences and perspectives, this volume presents scholarly work from U.S. and South African scholars that advance educational practice in support of social justice and transformative learning. It provides a comprehensive framework for developing transformational learning experiences that facilitates leadership for social justice, and a deeper understanding of the factors influencing personal, national and global identity.
Author: Abimbola Asojo
Publisher:
ISBN: 9781531017569
Category : Africa
Languages : en
Pages : 552
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Book Description
"African Humanity: Creativity, Identity and Personhood is a collection of thought-provoking essays from scholars around the world on topics that inform new ways of thinking while engaging critical perspectives about Africa and the African Diaspora. The essays focus on the discourse of creativity, culture, identity and well-being from multiple fields such as design, art, gender studies, education, health and museum studies in pre-colonial, colonial and post-colonial Africa and the African Diaspora. This multidisciplinary group of global scholars offer a critical dialogue on topics such as the creative process in Africa and the African Diaspora; gender and creative space; histories of creativity and inventions; globalized modernity and its consequence on cultural performances; politics of creativity; creativity, performance and Nollywood; social, political, and economic ramifications of creativity and design; ethical issues in creativity; and sustainability, well-being and the environment. The book's goal is to offer a comparative critical dialogue for a multidisciplinary academic audience, artists, grassroots activists, diverse communities and interested members of the general public. It has five distinct sections: Gender, Education, and Language; Design and Art in Africa and Its Diaspora; Creativity, Performance and Nollywood; Identity and Institutions of Politics and Living; and Sustainability, Health and the Environment. This book is part of the African World Series, edited by Toyin Falola, Jacob and Frances Sanger Mossiker Chair in the Humanities, University of Texas at Austin"--
Author: Diane B. Napier
Publisher: Springer Science & Business Media
ISBN: 9462091250
Category : Education
Languages : en
Pages : 242
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Book Description
This volume is a collection of research cases illustrating the interrelationships among education, dominance and identity in historical- and contemporary contexts. The cases reflect particular ways in which local-, group, and indigenous identities have been affected by a dominant discourse, how education can support or undermine identity, and how languages (including dominant and sub-dominant languages) and the language of instruction in schools are at the centre of challenges to hegemony and domination in many situations. Examining the issues in their research, the contributors reveal how members of minority-, disadvantaged-, or dominated groups (and the teachers and parents of children in their schools) struggle for recognition, for education in their own language, for acceptance within larger society, or for recognition of the validity of their responses to reform initiatives and policies that address a wider agenda but that fail to take into account key factors such as perceptions and subaltern status. Collectively, the chapters document research employing a variety of methodological approaches and theoretical perspectives, illustrating an array of universal and global issues in the field of comparative and international education. However, each of the cases its own unique character, as research findings and as personal reflections based on the authors’ experiential knowledge in particular social, cultural and political contexts. The contexts and regional settings include Chile, Canada, the United States, Hungary and elsewhere in East-Central Europe, France, Germany, Spain, Malaysia, Tanzania, South Africa, Cyprus, Tunisia, Egypt, Iran and elsewhere in the Middle East.
Author: Wisdom Tettey
Publisher: University of Calgary Press
ISBN: 1552381757
Category : History
Languages : en
Pages : 254
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Book Description
This book addresses the conceptual difficulties and political contestations surrounding the applicability of the term "African-Canadian". In the midst of this contested terrain, the volume focuses on first generation, Black Continental Africans who have immigrated to Canada in the last four decades, and have traceable genealogical links to the continent.
Author: Carles Monereo
Publisher: IAP
ISBN: 1648028322
Category : Education
Languages : en
Pages : 331
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Book Description
The 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals. Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, the way in which they give meaning and meaning to their professional work. This book exposes, based on one of the most current and advanced theories for analyzing identity change -the theory of the dialogical self-, what changes should take place and how to promote them in eleven fundamental professional profiles in current education (teachers of student-teachers, primary & secondary teachers, inclusive teachers, inquiring teachers, mentors, school principals, university teachers, academic advisors, technologic/hybrid teachers, Learning specialists & educational researchers).
