Synthesis of Research on the Role of Culture in Learning Among African American Youth: The Contributions of Asa G. Hilliard, III

Lee, Carol D.

doi:10.3102/0034654308320967

Cited by 18 publications

(9 citation statements)

References 89 publications

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“…Despite much damaging cultural loss, however, our lives continue to be shaped and informed by African epistemology, whether we are aware of the Africanity of these connections or not (Asante, 2015). The following two examples, which show how African thought and epistemology continue to inform the behavior and worldview of African Americans, are consistent with robust scholarship that documents cultural connections among Africans throughout the world that are typically ignored in research on Black education (Lee, 2008; Shujaa & Shujaa, 2015; Tedla, 1995). Educators are unlikely to encounter this body of scholarship or African conceptual frameworks outside of Africana/Black Studies courses.…”

Section: Epistemological Emancipationsupporting

confidence: 61%

2015 AERA Presidential Address Morally Engaged Research/ers Dismantling Epistemological Nihilation in the Age of Impunity

King

2017

Educational Researcher

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This article presents Joyce E. King’s 2015 AERA presidential address, which artfully combined scholarly discourse with performance elements and diverse voices in several multimedia formats. In discussing morally engaged research/ers dismantling epistemological nihilation, the article advances the argument that the moral stance, solidarity with racial/cultural dignity in education praxis, policy, and research, is needed to combat discursive forms of racism. The lecture opened with African Americans and Native Americans performing culturally affirming traditional ritual practices. An African drum processional and a libation honored revered Black ancestors—scholars, artists, and activist intellectuals—Maya Angelou, Ruby Dee, Amiri Baraka, Vincent Harding, and Asa G. Hilliard, III (Nana Baffour Amankwatia II). An intergenerational Native American delegation offered a traditional welcome prayer, gifting of tobacco, and ceremonial drumming and dance performance. Dr. King began her address by acknowledging that the 2015 AERA annual meeting was taking place in the ancestral lands of the Pottawatomie Nation.

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Section: Epistemological Emancipationsupporting

confidence: 61%

2015 AERA Presidential Address Morally Engaged Research/ers Dismantling Epistemological Nihilation in the Age of Impunity

King

2017

Educational Researcher

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“…As such, learners are affirmed, high expectations are set, and learners are assured that they can reach these standards. Similarly, Lee (2008) recommended that culturally and linguistically diverse children need to be affirmed and that cultural resources could serve as buffers to external forces that communicate directly and indirectly that they cannot learn.…”

Section: Discussionmentioning

confidence: 99%

Reducing Risk through a Supplementary Reading Intervention: A Case Study of First- and Second-Grade Urban Students

Cartledge

Green

Barber

et al. 2016

Behavioral Disorders

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This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories intervention utilized culturally relevant reading passages for repeated readings delivered through computer software to increase the reading fluency of the young learners. Single-subject data collection procedures (AB designs) were used to measure student performance in reading and behavior during the intervention. Reading and behavioral outcomes improved following implementation of the intervention for all three participants. The benefits of systematic, intensive, and culturally relevant intervention to reduce risk in beginning learners are discussed.

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“…Unsatisfactory school achievement and educational outcomes, under funding for African American students and a majority of non-White students is well documented in literature (Books, 2007; Haycock, 2001; Powell, 1997; Rothstein, 2004; Rothstein, Jacobson, & Wilder, 2008). Research on African American school achievement has pervasively documented stressors and hurdles rooted in structural inequalities and racism faced by African American students seeking educational success (Anderson, 2004; Chambers et al, 1998; Kozol, 1991; Lee, 2008; Morris, 2004; Powell, 1997; Winn, 2007).…”

Section: Standardized Tests and Struggling Readers In The Age Of Accomentioning

confidence: 99%

“Stakes Is High”

Houchen

2012

Urban Education

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This article explores practitioner inquiry and culturally relevant pedagogy to create academic success with students facing high school exit examinations in Reading. In Florida, about one-third of African American students passed the test in 2010. Student perspectives on achievement, school processes, and engagement were incorporated with strategic practice to create a collaborative, classroom environment. Culturally relevant pedagogy, literacy theory, and English language arts instruction were integrated with student’s perspectives in curriculum design and instruction.

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Synthesis of Research on the Role of Culture in Learning Among African American Youth: The Contributions of Asa G. Hilliard, III

Abstract: This article synthesizes selected historical, philosophical, and empirical research of Asa G. Hilliard, III and discusses theoretical linkages between that body of research and empirical studies of learning and development among African American youth in the field of Black psychology.

Cited by 18 publications

References 89 publications

2015 AERA Presidential Address Morally Engaged Research/ers Dismantling Epistemological Nihilation in the Age of Impunity

2015 AERA Presidential Address Morally Engaged Research/ers Dismantling Epistemological Nihilation in the Age of Impunity

Reducing Risk through a Supplementary Reading Intervention: A Case Study of First- and Second-Grade Urban Students

“Stakes Is High”

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