In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

https://www.jstor.org/stable/pdfplus/1163320.pdf

Toward a Theory of Culturally Relevant Pedagogy

This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice.

/pdf/whose-culture-has-capital-a-critical-race-theory-discussion-4r42kxnce1.pdf

Whose culture has capital? A critical race theory discussion of community cultural wealth

Evolutionary psychology is one of many biologically informed approaches to the study of human behavior. Along with cognitive psychologists, evolutionary psychologists propose that much, if not all, of our behavior can be explained by appeal to internal psychological mechanisms. What distinguishes evolutionary psychologists from many cognitive psychologists is the proposal that the relevant internal mechanisms are adaptations—products of natural selection—that helped our ancestors get around the world, survive and reproduce. To understand the central claims of evolutionary psychology we require an understanding of some key concepts in evolutionary biology, cognitive psychology, philosophy of science and philosophy of mind. Philosophers are interested in evolutionary psychology for a number of reasons. For philosophers of science —mostly philosophers of biology—evolutionary psychology provides a critical target. There is a broad consensus among philosophers of science that evolutionary psychology is a deeply flawed enterprise. For philosophers of mind and cognitive science evolutionary psychology has been a source of empirical hypotheses about cognitive architecture and specific components of that architecture. Philosophers of mind are also critical of evolutionary psychology but their criticisms are not as all-encompassing as those presented by philosophers of biology. Evolutionary psychology is also invoked by philosophers interested in moral psychology both as a source of empirical hypotheses and as a critical target.

/pdf/stanford-encyclopedia-of-philosophy-1wqoykisq0.pdf

Stanford Encyclopedia of Philosophy

The Wretched of the Earth

One dimensional man

Preface Acknowledgments 1. Dancing between Circles and Lines Part I: The Situation 2. Rhetorical Condition as a Conceptual Field 3. The Idea of a Metatheory 4. African Foundations of Nommo Part II: The Resistance 5. African American Orature and Context 6. Mythoforms in African-American Communication 7. Rhetoric of Resistance 8. Choosing Freedom 9. Africa as Concept Part III: The Liberation 10. The Search for an Afrocentric Method 11. Transcendence: The Curved Line Notes Index

The Afrocentric Idea

Many of the principles that govern the development of the Afrocentric idea in education were first established by Carter G. Woodson in The Mis-education of the Negro (1933). Indeed, Woodson's classic reveals the fundamental problems pertaining to the education of the African person in America. As Woodson contends, African Americans have been educated away from their own culture and traditions and attached to the fringes of European culture; thus dislocated from themselves, Woodson asserts that African Americans often valorize European culture to the detriment of their own heritage (p. 7). Although Woodson does not advocate rejection of American citizenship or nationality, he believed that assuming African Americans hold the same position as European Americans vis-a-vis the realities of America would lead to the psychological and cultural death of the African American population. Furthermore, if education is ever to be substantive and meaningful within the context of American society, Woodson argues, it must first address the African's historical experiences, both in Africa and America (p. 7). That is why he places on education, and particularly on the traditionally African American colleges, the burden of teaching the African American to be responsive to the long traditions and history of Africa as well as America. Woodson's alert recognition, more than 50 years ago, that something is severely wrong with the way African Americans are educated provides the principal impetus for the Afrocentric approach to American education. In this article I will examine the nature and scope of this approach, establish its necessity, and suggest ways to develop and disseminate it throughout all levels of education. Two propositions stand in the background of the theoretical and philosophical issues I will present. These ideas represent the core presuppositions on which I have based most of my work in the field of education, and they suggest the direction of my own thinking about what education is capable of doing to and for an already politically and economically marginalized people-African Americans: (1) Education is fundamentally a social phenomenon whose ultimate purpose is to socialize the learner; to send a child to school is to prepare that child to become part of a social group. (2) Schools are reflective of the societies that develop them (i.e., a White supremacist-dominated society will develop a White supremacist educational system).

https://www.jstor.org/stable/pdfplus/2295608.pdf

The Afrocentric Idea in Education.

Discussed in this cross-disciplinary work is the theory of 'Afrocentricity', which mandates that Africans be viewed as subjects rather than objects and is driven by the question: Is it in the best interest of African people? This book looks at how this philosophy, ethos, and worldview gives Africans a better understanding of how to interpret issues affecting their communities. History, psychology, sociology, literature, economics, and education are explored, including discussions on Washingtonianism, Garveyism, Du Bois, Malcolm X, race and identity, Marxism, and breakthrough strategies.

Afrocentricity, the theory of social change

Kemet, Afrocentricity, and knowledge

PART ONE: OVERVIEWS Theoretical Perspectives for Studying Intercultural Communication - William B Gudykunst and Tsukasa Nishida Inquiry in International Communication - Thomas McPhail Inquiry in Development Communication - Everett M Rogers The New International Information and Communication Order - Kaarle Nordenstreng and Wolfgang Kleinwachter PART TWO: PROCESSES AND EFFECTS Communicator Characteristics - Howard Giles and Arlene Franklyn-Stokes Language and Intergroup Communication - William B Gudykunst et al The Cultural Dimensions of Nonverbal Communication - Michael L Hecht, Peter A Andersen, and Sidney A Ribeau Social Networks and Communication - Gabriel Weimann Social Cognition and Intergroup Communication - William B Gudykunst and Lauren Gumbs Emotions in Intercultural Communication - David Matsumoto, Harold G Wallbott and Klaus R Scherer Intercultural Communication Competence - Mitchell R Hammer Interpersonal Power and Influence in Intercultural Communication - Dorthy L Pennington Intercultural Adaptation - Young Yun Kim Electronic Mass Media Effects Across Cultures - Peter Yaple and Felipe Korzenny Television and Social Perceptions Among African Americans and Hispanics - Oscar H Gandy Jr and Paula W Matabane PART THREE: CONTEXTS Identity and Interpersonal Bonding - Stella Ting-Toomey Encounters in the Interracial Workplace - Molefi Kete Asante and Alice Davis The International Marketplace - Robert Shuter Diplomacy - Glen Fisher National Development - Njoku E Awa Intercultural Communication Training - Richard W Brislin PART FOUR: RESEARCH ISSUES Problems in Intercultural Research - J David Johnson and Frank Tuttle Translation - Christiane F Gonzalez

Molefi Kete Asante

Papers

The Afrocentric Idea

The Afrocentric Idea in Education.

Afrocentricity, the theory of social change

Kemet, Afrocentricity, and knowledge

Handbook of international and intercultural communication