Community, Love, and Culture: Pedagogical Insights for Black Students in White Spaces

Autor/inn/en	Sulé, V. Thandi; Williams, Tiffany; Cade, Michelle
Titel	Community, Love, and Culture: Pedagogical Insights for Black Students in White Spaces
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 31 (2018) 10, S.895-910 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2018.1519202
Schlagwörter	African American Students; High School Students; Access to Education; Higher Education; Community Programs; School Community Relationship; African American Culture; Culturally Relevant Education; Individual Development; Afrocentrism; Educational Environment; Racial Composition; Whites + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individuelle Entwicklung; Afro-centrisme; Afrozentrismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; White; Weißer
Abstract	To address the tension between public education norms and the lived experiences of racially marginalized students, this study examines how Brother to Sister (BTS), a community group, promotes sense of belonging and college access among Black high school students using the school as a primary dialogical space. Specifically, through qualitative assessment, this study interprets the pedagogy of Brother to Sister through narrative accounts of how the organization functioned in the lives of its members. As experienced by participants, BTS enacts culturally centered pedagogy and African-centered education to promote personal development and community enrichment outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01