Return to the Source: The Role of Service-Learning in Recapturing the “Empowerment” Mission of African-American Studies

Self Cite

This essay provides an overview of the current context and role of assessment in higher education. It also illuminates assessment efforts within the discipline of Africana studies. The essay seeks to stimulate conversations on assessing learning outcomes within the discipline of Africana studies by examining an assessment model created by the National Council for Black Studies Commission on Assessment, Program Review, and Accreditation.

Section: Explainsmentioning

confidence: 94%

Affecting Institutionalization

Jones

Newson-Horst

Young

et al. 2007

Self Cite

“…Anecdotal evidence and two studies have shown over the years that service-learning "serves as a socializing agent that promotes social responsibility," a convention that Black Studies pioneers, who were inspired by their Black educational predecessors, conjectured correctly (Jones et al, 2005, p. 30). Georgia State University is one of the few departments of African American Studies that was found to have a service-learning requirement in several of its courses, most notably its "Introduction to African-American Studies" course and five other upper division courses (Jones et al, 2005). After one student's service-learning experience at GSU, that student reflected, BRIGHTSIDE helped reawaken the sleeping good in my soul.…”

Section: Service-learning Promotes Social Responsibilitymentioning

confidence: 99%

“…However, over the last four decades, the discipline has vanished from the community, or the streets, described one analyst (Sharlett, 2000). Jones et al (2005) proclaimed, "At the height of its prominence and academic legitimacy, the discipline is failing to address systematically its 'empowerment' mission" (p. 28). The widely quoted slogan of the late 1960s and 1970s-"academic excellence and social responsibility"-is in remission, even though NCBS still uses it.…”

Section: Dearth Of Service-learning Elements In Black Studiesmentioning

confidence: 99%

Required Service-Learning Courses

Rogers

2008

Historically, the mission of Black Studies has been two-fold: scholarship and service. Both the pioneering students and the faculty of Black Studies called for the discipline to produce socially responsible scholar-activists, and studies have proven that the most proficient method of ingraining social responsibility is through service-learning. Therefore, Black Studies must require service-learning in its curriculums. It is argued that Black Studies should also require these service-learning elements because of their long legacy in Black education in general and Black Studies in particular. However, required service-learning courses are rare in departments and programs, a study conducted by the author shows. In order to increase the number of Black Studies units with service-learning elements, this article concludes with a service-learning proposal that programs and departments could use to institute a required service-learning component into their curriculums.

“…These scholars provide a case study in how this type of teaching practice has been successful at Georgia State University. Grounded in exactly what Marable denies is taking place in Black studies, here is how the authors explain the Georgia State University project in African American servicelearning (Jones et al, 2005):…”

Section: Along With Thismentioning

confidence: 99%

“…As the first decade of a new millennium is at midpoint, it is understandable that we reflect on the future and direction of Black studies-indeed, should not all disciplines? Scholars in the field have, however, consistently discussed the way forward in terms of curricula, theory, methodology, terminology, and substance (Aldridge, 1992;Anderson, 1990;Asante, 2005;Asante & Karenga, 2006;Bankole, 2004;Christian, 1996Christian, , 1998Christian, , 2001Christian, , 2004Christian, , 2006Conyers, 1997;Evans, 2006;Hudson-Weems, 1993, in press;Jones, Dixon, & Umoja, 2005;Karenga, 2000Karenga, , 2002Marable, 2000Marable, , 2005Stewart, 1979;Turner, 1984;Williams, 1993).…”

mentioning

confidence: 99%

Notes on Black Studies: Its Continuing Necessity in the Academy and Beyond

Christian

2007

This article relates specifically to the discussion concerning the state of Black studies in the United States. Paradoxically, although providing a defense for its longevity, it is acknowledged ultimately that there is no real need to substantiate its efficacy. However, the continued attacks on the discipline from within and without make for such a defense. Employing an African-centered approach, there will be an attempt to emphasize the continued importance of Black studies to both the university and lay communities. This article will also offer some solutions to the problem of nonspecialists who proliferate the field and do little for its growth and development. They have been deemed as “Black studies opportunists” who have no allegiance to, nor philosophical grounding in, the discipline.