African-Centered Pedagogy: Developing Schools of Achievement for African American Childrenreviewed by Robin L. Hughes — 2003
President Bush's "Leave no child behind" agenda focuses on
closing the achievement gap and improving the success of those
students who have not performed well academically. The "gap"
typically refers to the disparity that occurs between standardized
test scores of students of color, "minority disadvantaged" (Roach
& Dervarics, 2002, p. 26) and Whites. They are believed to be
quintessential indicators of a student's academic preparation and
Murrell's book, African-Centered Pedagogies, becomes
critically important in "teasing out" the discourse of
underachievement, the tacit systems of inequities, and complex
issues that shape and characterize school achievement.
Consequently, his departure from the prevailing philosophy of
standardization advocates that attention should be given to the
issue of within-school deficits. The notion of standardized testing
is one of many issues that are addressed, and consequently
problematized in part one of the two-part, ten-chapter book.
Although, testing has been ballyhooed (by the current
administration) as the flesh-colored band-aid that will fix the
problem of underachievement, according to Murrell, an educational
system that permits sorting,... (preview truncated at 150 words.) Title:
African-Centered Pedagogy: Developing Schools of Achievement for African American ChildrenAuthor(s):
Peter C. Murrell, Jr.Publisher:
State University of New York Press, AlbanyISBN:
2002Search for book at Amazon.com
To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below: |
- Robin Hughes
The University of Texas at El Paso
ROBIN L. HUGHES is an assistant professor in the department of Educational Leadership and Foundations at the University of Texas at El Paso. Her work focuses primarily on African-American students and how they develop and change while in college. More specifically, her research interests include socio-cultural contexts of education, and the educational achievement of African-American male athletes.