Africentric Education Leadership: Theory and Practice

Autor/in	Shockley, Kmt G.
Titel	Africentric Education Leadership: Theory and Practice
Quelle	In: International Journal of Education Policy and Leadership, 3 (2008) 3, S.1-12 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-5062
Schlagwörter	African American Children; Ethnography; African American Culture; African American History; African Americans; Afrocentrism; Racial Identification; African Culture; Educational Philosophy; Administrator Attitudes; Educational Methods; Social Theories; Private Schools; Charter Schools; Public Schools; Observation; Interviews; District of Columbia + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Ethnografie; Afro-centrisme; Afrozentrismus; Africa; Culture; Afrika; Kultur; Bildungsphilosophie; Erziehungsphilosophie; Educational method; Erziehungsmethode; Gesellschaftstheorie; Private school; Privatschule; Charter school; Charter-Schule; Public school; Öffentliche Schule; Beobachtung; Interviewing; Interviewtechnik
Abstract	This article unveils the largely unknown theories and practices of "cultural reattachment Africentric education leaders," because many people of African descent are now choosing to reattach (in whole or in part) to aspects of certain African cultures (such as Wolof or Akan). The article offers a brief background of African-centered education, discusses the theories and philosophies of Africentric education leaders, and explicates the methodology of this Africentric research project. Africentric education leaders are concerned about black communities becoming more avaricious but less unified; therefore, they offer African cultural ethos to combat both miseducation and individualism. This article also provides policy recommendations for instituting Africentric education as a comprehensive approach to address myriad problems being faced by black children and communities. In this research I advocate for Africentric theory and also employ ethnographic methods as I examine Africentric education practice. (Contains 1 endnote.) (As Provided).
Anmerkungen	Association for Supervision and Curriculum Development, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10