Race, culture, and the education of african americans

Educational Theory

Volumn 56, Issue 1, 2006, Pages 107-119

  Lynn, Marvin ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 65249131865     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.2006.00006.x     Document Type: Article

References (49)

1. Carter G. Woodson, The Education of the Negro (New York: AB Publishing, 1999), xiii.
2. John McWhorter, Losing the Race: Self-Sabotage in Black America (New York: Free Press, 2000).
3. See the work of L. Janelle Dance, Tough Fronts: The Impact of Street Culture on Schooling (New York: Routledge, 2002).
4. In this book that explores the world of African American and Latino youth in Cambridge and Boston, Massachusetts, Dance begins by talking about how African Americans have been framed in social science research (see chap. 1). She argues that, in most cases, African Americans have been characterized as ''pathological'' in social science research.
5. John Ogbu, Black American Students in an Affluent Suburb: A Study of Academic Disengagement (Mahwah, New Jersey: Lawrence Erlbaum, 2003);
6. Peter C. Murrell, Jr., African-Centered Pedagogy: Developing Schools of Achievement for African American Children, (Albany: SUNY Press, 2002);
7. and Elaine B. Richardson, African American Literacies (New York: Routledge, 2002).
8. This article was written after Professor Ogbu's untimely death. By discussing and offering some criti cisms of his work, the author pays tribute to his immense scholarly legacy.
9. See John Ogbu, '"Cultural Discontinuities and Schooling," Anthropology and Education Quarterly 13, no. 4 (1982): 290-307;
10. Signithia Fordham and John Ogbu, "Black Students' School Success: Coping with Burden of Acting White," Urban Review 18, no. 3 (1986): 176-206;
11. John Ogbu, ''Adaptation to Minority Status and Impact on School Success," Theory Into Practice 31, no. 4 (1992): 287-295;
12. John Ogbu, "Understanding Cultural Diversity and Learning," Educational Researcher 21, no. 8 (1992): 5-14;
13. and John Ogbu, "Racial Stratification and Education in the United States: Why Inequality Persists," Teachers College Record 96, no. 2 (1994): 264-298.
14. Ogbu, Black American Students in an Affluent Suburb,46.
15. Paulo Freire, Pedagogy ofthe Oppressed(New York: Continuum, 1993).
16. Mwalimu Shujaa, ed., Too Much Schooling, Too Little Education: A Paradox of Black Life in White Societies (Trenton, New Jersey: Africa World Press, 1995).
17. Murrell, African-Centered Pedagogy, xxvii.
18. Charles A. Valentine, Culture and Poverty: Critique and Counter-Proposals (Chicago: University of Chicago Press, 1968).
19. Oscar Lewis, La Vida: A Puerto Rican Family in the Culture of Poverty -San Juan and New York (New York: Random House, 1965).
20. See, for example, Douglas S. Massey and Nancy A. Denton, American Apartheid: Segregation and the Making of the Underclass (Cambridge: Harvard University Press, 1993).
21. Also see the work of William Julius Wilson, When Work Disappears: The World of the New Urban Poor (New York: Knopf-Random House, 1996).
22. Valentine, Culture and Poverty,3.
23. See Karolyn Tyson, William Darity, Jr., and Domini Castellino, "Breeding Animosity: The 'Burden of Acting White' and Other Problems of Status Group Hierarchies in Schools" (unpublished research report, developed with the support of the Terry Sanford Institute for Public Policy at Duke University, Durham, North Carolina, 2004), available on the Web at http://www.blacksuccessfoundation.org/ breeding-animosity.htm.
24. Antwi A. Akom, "Reexamining Resistance as Oppositional Behavior: The Nation of Islam and the Creation of a Black Achievement Ideology," Sociology of Education 76, no. 4 (2003): 305-325.
25. See also Kevin O. Cokley, "What Do We Know About the Motivation of African American Students? Challenging the 'Anti-Intellectual' Myth,'" Harvard Educational Review 73, no. 4 (2003): 524-558;
26. and Erin McNamara Horvat and Kristine S. Lewis, "Reassessing the 'Burden of Acting White': The Importance of Peer Groups in Managing Academic Success,"Sociology ofEducation 76, no. 4 (2003): 265-280.
27. See, for example, Daniel G. Solorzano and Dolores Delgado Bernal, "Examining Transformational Resistance Through a Critical Race and LatCrit Theory Framework: Chicana and Chicano Students in an Urban Context," Urban Education 36, no. 3 (2001): 308-342.
28. Gloria Ladson-Billings, The DreamKeepers: Successful Teachers of African American Children (San Francisco: Jossey Bass, 1994).
29. Molefi Asante, Afrocentricity(Trenton, New Jersey: Africa World Press, 1988).
30. Stephen E. Cornell and Douglas Hartmann, Ethnicity and Race: Making Identities in a Changing World(Thousand Oaks, California: Pine Forge Press, 1998).
31. On the history of theorizing "race," see Thomas Gossett, Race: The History of an Idea in America (Dallas: Southern Methodist University Press, 1968).
32. Cornell and Hartmann, Ethnicity and Race,20.
33. Ibid., 24.
34. David Roediger, The Wages of Whiteness: Race and the Making of the American Working Class (London: Verso, 1991).
35. Shawn A. Ginwright, Black in School: Afrocentric Reform, Urban Youth, and the Promise of Hip-Hop Culture(New York: Teachers College Press, 2004).
36. Antonia Darder and Rudy D. Torres, "Shattering the 'Race' Lens: Toward a Critical Theory of Rac ism," in The Critical Pedagogy Reader, eds. Antonia Darder, Marta Baltodano, and Rudy D. Torres (New York: Routledge, 2003), 253.
37. Daniel G. Solorzano and Tara J. Yosso, "Toward a Critical Race Theory of Chicana and Chicano edu cation,"in Demarcating the Border of Chicana(o)/Latina(o) Education, eds., Carlos Tejeda, Corinne Martinez, Zeus Leonardo, and Peter McLaren (Cresskill, New Jersey: Hampton Press, 2000).
38. Marvin Lynn, "Toward a Critical Race Pedagogy," Urban Education 33, no. 6 (1999): 606-631.
39. Ibid., 617.
40. Kimberle Crenshaw, Neil Gotanda, Gary Peller, and Kendall Thomas, Critical Race Theory: The Key Writings That Formed the Movement(New York: New Press, 1995).
41. Richard Delgado and Jean Stefancic, Critical Race Theory: The Cutting Edge, 2d ed. (Philadelphia: Temple University Press, 2000).
42. Gloria Ladson-Billings, "Racialized Discourses and Ethnic Epistemologies," in Handbook of Qualitative Research, 2d ed., eds. Norman K. Denzin and Yvonna S. Lincoln (Thousand Oaks, California: Sage, 2000).
43. John O. Calmore, "Exploring Michael Omi's 'Messy' Real World of Race: An Essay for Naked People Longing to Swim Free,"Law and Inequality 15 (1997): 25-82.
44. William Watkins, The White Architects of Black Education: Ideology and Power in America, 1865 -1954 (New York: Teachers College Press, 2001).
45. Samuel Bowles and Herbert Gintis, Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life (New York: Basic Books, 1976).
46. Edward Taylor, "Critical Race Theory and Interest Convergence in the Backlash Against Affirmative Action: Washington State and Initiative 200," Teachers College Record 102, no. 3 (2000): 539-560.
47. See also Derrick A. Bell, ''Brown and the Interest-Convergence Dilemma," in Shade of Brown: New Per spectives on School Desegregation, ed. Derrick Bell (New York: Teachers College Press, 1980), 90-106;
48. and Derrick A. Bell, "Property Rights in Whiteness: Their Legal Legacy, Their Economic Costs," in Critical Race Theory: The Cutting Edge, eds. Richard Delgado and Jean Stefancic (Philadelphia: Temple University Press, 1995), 75-83.
49. Carter G. Woodson, The Mis-Education of the Negro, 10th ed. (Trenton, New Jersey: African World Press, 1998).