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.