The Complexity of Developing Properly Trained Education Professionals for African American Children: Exploring an African Indigenous Socialization Process

Autor/in	Shockley, Kmt G.
Titel	The Complexity of Developing Properly Trained Education Professionals for African American Children: Exploring an African Indigenous Socialization Process
Quelle	In: Urban Review: Issues and Ideas in Public Education, 43 (2011) 3, S.379-395 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-010-0157-7
Schlagwörter	African American Students; African American Children; Community Development; African American Community; Socialization; Faculty Development; Indigenous Populations; African Culture; Metacognition; Self Concept; Cultural Awareness; Ethnography; Institutes (Training Programs) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Child; Children; Kind; Kinder; Community; Development; Entwicklung; Socialisation; Sozialisation; Sinti und Roma; Africa; Culture; Afrika; Kultur; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstkonzept; Cultural identity; Kulturelle Identität; Ethnografie; Sommerakademie
Abstract	African centered educationists view the problems that Black children are facing in schools as a part of the disenfranchisement and disorganization of the Black community at large. In that vein, they do not believe that the problems which Black children are experiencing in America's public (and many private) schools are solvable by taking them out of a holistic community context. This article presents the perspectives and work of African centered educationists who are dedicated to community development through a cultural experience called African Centered Training Institute (ACTI), which is an African indigenous socialization process. ACTI is a transformative experience which is offered to community members annually and many (sometimes most) of the participants in ACTI are classroom teachers. As participants matriculate through ACTI via phase attainment, "self" as well as cultural knowledge increases. This article provides an ethnographic account of the experience of the author as researcher-participant in ACTI. The ACTI experience offers insights into how critical deep knowledge of pre-Colonial African cultural cosmology and cosmogony are for anyone who works with Black children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10