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This book examines the opportunities, orientations and outcomes
that shape education for Black people across time, place and space
throughout the African diaspora. It bridges gaps in education
studies and African diaspora studies, noting the connections
between these two formative fields as central to a fuller
understanding of the history and futurity of African descendants
around the world. The chapters in this volume showcase the work of
scholars across disciplinary boundaries, national contexts, and
methodological expertise, all of whom are deeply concerned with
education for Black children, young people and adults from critical
perspectives. Crucially, this volume explores the social,
political, psychic, and material dimensions of education for Black
people within the African diaspora as already part of a larger
global phenomenon—linking the national and the international, the
local and the global for a more comprehensive understanding of the
past, present and future of education for people of African descent
around the world. Education Across the African Diaspora will be a
key resource for scholars and researcher of education studies,
African diaspora studies, education history, African studies, black
studies, ethnic studies and sociology. This book was originally
published as a special issue of Peabody Journal of Education.
Race, Ethnicity and Gender in Education: Cross-cultural, which is
the sixth volume in the 12-volume book series Globalisation,
Comparative Education and Policy Research, presents scholarly
research on major discourses of race, ethnicity and gender in
education. It provides an easily accessible, practical yet
scholarly source of information about the international concern in
the field of globalisation and comparative education. Above all,
the book offers the latest findings to the critical issues
concerning major discourses on race, ethnicity and gender in the
global culture. It is a sourcebook of ideas for researchers,
practitioners and policymakers in education, globalisation, social
justice, equity and access in schooling around the world. It offers
a timely overview of current issues affecting research in
comparative education of race, ethnicity and gender. It provides
directions in education and policy research relevant to progressive
pedagogy, social change and transformational educational reforms in
the twen- first century. The book critically examines the overall
interplay between the state, ideology and current discourses of
race, ethnicity and gender in the global culture. It draws upon
recent studies in the areas of globalisation, equity, social
justice and the role of the State (Zajda et al. , 2006, 2008). It
explores conceptual frameworks and methodological approaches
applicable in the research covering the State, globa- sation, race,
ethnicity and gender.
Race, Ethnicity and Gender in Education: Cross-cultural, which is
the sixth volume in the 12-volume book series Globalisation,
Comparative Education and Policy Research, presents scholarly
research on major discourses of race, ethnicity and gender in
education. It provides an easily accessible, practical yet
scholarly source of information about the international concern in
the field of globalisation and comparative education. Above all,
the book offers the latest findings to the critical issues
concerning major discourses on race, ethnicity and gender in the
global culture. It is a sourcebook of ideas for researchers,
practitioners and policymakers in education, globalisation, social
justice, equity and access in schooling around the world. It offers
a timely overview of current issues affecting research in
comparative education of race, ethnicity and gender. It provides
directions in education and policy research relevant to progressive
pedagogy, social change and transformational educational reforms in
the twen- first century. The book critically examines the overall
interplay between the state, ideology and current discourses of
race, ethnicity and gender in the global culture. It draws upon
recent studies in the areas of globalisation, equity, social
justice and the role of the State (Zajda et al. , 2006, 2008). It
explores conceptual frameworks and methodological approaches
applicable in the research covering the State, globa- sation, race,
ethnicity and gender.
Black colleges are central to the delivery of higher education.
Notwithstanding, there is scant treatment of these key institutions
in the research literature. There is a need for a comprehensive and
cogent understanding of the primary characteristics of the policies
and practices endemic to black colleges. This book provides the
scholarly basis requisite to organize, give meaning to, and shape
the analyses and applications of policy and practice within the
black college. The collected chapters respond to the paucity of
research literature addressing these institutions. In each chapter,
the authors acknowledge the specific characterisics of black
colleges that make them unique. Understanding the fundamental
characteristics that shape black colleges is critical to gaining a
comprehensive understanding of higher education at large. The
policy and praxis challenges exhibited at black colleges serve as
exemplars to how all colleges perform their respective functions in
society. Black colleges serve as testimonies to the transformative
power of adversity, and beacons of possibility in and era of
retrenchment and ambiguity. These roles call on black colleges to
aid and assist in creating an opportunity for educational change.
Leading African American scholars examine the often neglected
cultural context in research and policy development in African
American higher education in this collection of essays. Past
research has most often been conducted by individuals unfamiliar
with the historical and cultural considerations of specific ethnic
groups. Therefore, the outcomes of research and the development of
programs have been based on deficit models, that is, what is wrong
with African Americans, or what they cannot achieve. The book
examines the questions; what is the relationship between African
Americans' culture and experiences, and how should their culture be
integrated into research and practice? How do African Americans'
intra- and interrelations differ in higher education? How does
understanding African American culture as it relates to higher
education research enhance policy-making and practice? What role do
HBUCs play in African Americans' participation in higher education?
What are the policy and practice implications of past and current
research? Scholars and practitioners of education, culture, and
race relations will find this collection informative and
interesting.
Acknowledging the disparity between the number of African American
high school students who aspire toward higher education and the
number who actually attend, this OK uncovers factors that influence
African American student's decisions regarding college. Kassie
Freeman brings new insights to the current body of research on
African Americans and higher education by examining the impact that
family, school, community, and home have in the decision-making
process. She explores specific factors that contribute to a
student's predisposition toward higher education, including gender,
economics, and high school curriculum, and seeks to bridge the gap
in understanding why aspiration does not immediately translate into
participation. Educators and policy makers interested increasing
African American students participation in higher education will
benefit from the exploration of this paradox.
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