Empowering the Black Identity through Cultural Educational
A Review of the Literature
Race plays a significant role in the African American identity because it influences their self-concept. African Americans struggle with the idea of self-concept with the educational schools system; those struggles are usually ignored by stereotypes of black students being rebels in schools, indicating that they academically fail when it comes to education. Hardly, do the schools consider finding the root to this issue, which is the importance of the black identity within the Euro-centric curriculum taught in many schools. This literature considers whether the use of African American, history and the pedagogy of Afrocentric or Multicultural education are promising …show more content…
Carter G. Woodson created Negro History and Literature week, which is now referred to a Black History Month. His goal was to educate black people about their cultural background and to bring them a sense of pride in their race. In today's educational system, especially in White middle-class culture, Black History Month is just another holiday.
When February arrived, with the prescribed unit called Black History Month, this school, like so many other schools across the country, presented historical accounts in a shallow, time-limited manner, teaching children about token African Americans who were supposed to represent African American identity in general. (Landa, 2012)
Sleeter and Grant (2003) used the words “tourist curriculum” to address these curricular add-ons because they believed that this approach could prolong an attitude of “otherness toward the group which they are celebrating” (Landa, 2012, p.?). Landa (2012) examined the importance of teachers allowing students to formulate their self-identity through books, conversations, and questions. “Without a deliberate effort to uncover their thoughts, Black children remain trapped in a 'silenced dialogue'” (Delpit, 1995,p.27).She observed a white teacher who, during Black History, allowed three African American boys in her classroom to ask questions and respond to the stories she shared lessons surrounding Black History …show more content…
The participants met every day and the data consisted of three types reflective evaluations: drawings and explanations that depict the way they are the same or different from their friends; responding to the book, Yoko, by Rosemary Wells (2009) to focus on the differences they felt amongst others; and writing in response to The Story of Ruby Bridges, by Robert Coles (1995). The purpose was to gain a personal response from the participants on how they would have reacted if they were in that situation. She found that students feel less alienated when and more confident when they are free to talk about their feelings and what they understand about Black History month in relation to their
A Review of the Literature
Race plays a significant role in the African American identity because it influences their self-concept. African Americans struggle with the idea of self-concept with the educational schools system; those struggles are usually ignored by stereotypes of black students being rebels in schools, indicating that they academically fail when it comes to education. Hardly, do the schools consider finding the root to this issue, which is the importance of the black identity within the Euro-centric curriculum taught in many schools. This literature considers whether the use of African American, history and the pedagogy of Afrocentric or Multicultural education are promising …show more content…
Carter G. Woodson created Negro History and Literature week, which is now referred to a Black History Month. His goal was to educate black people about their cultural background and to bring them a sense of pride in their race. In today's educational system, especially in White middle-class culture, Black History Month is just another holiday.
When February arrived, with the prescribed unit called Black History Month, this school, like so many other schools across the country, presented historical accounts in a shallow, time-limited manner, teaching children about token African Americans who were supposed to represent African American identity in general. (Landa, 2012)
Sleeter and Grant (2003) used the words “tourist curriculum” to address these curricular add-ons because they believed that this approach could prolong an attitude of “otherness toward the group which they are celebrating” (Landa, 2012, p.?). Landa (2012) examined the importance of teachers allowing students to formulate their self-identity through books, conversations, and questions. “Without a deliberate effort to uncover their thoughts, Black children remain trapped in a 'silenced dialogue'” (Delpit, 1995,p.27).She observed a white teacher who, during Black History, allowed three African American boys in her classroom to ask questions and respond to the stories she shared lessons surrounding Black History …show more content…
The participants met every day and the data consisted of three types reflective evaluations: drawings and explanations that depict the way they are the same or different from their friends; responding to the book, Yoko, by Rosemary Wells (2009) to focus on the differences they felt amongst others; and writing in response to The Story of Ruby Bridges, by Robert Coles (1995). The purpose was to gain a personal response from the participants on how they would have reacted if they were in that situation. She found that students feel less alienated when and more confident when they are free to talk about their feelings and what they understand about Black History month in relation to their