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African-Centered Pedagogy: Developing Schools of Achievement for African American Children

reviewed by Robin L. Hughes � 2003

Title: African-Centered Pedagogy: Developing Schools of Achievement for African American Children
Author(s): Peter C. Murrell, Jr.
Publisher: State University of New York Press, Albany
ISBN: 0791452921, Pages: 256, Year: 2002
Search for book at Amazon.com

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 future success. 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.)

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Cite This Article as: Teachers College Record Volume 105 Number 1, 2003, p. 45-49
http://www.tcrecord.org ID Number: 10936, Date Accessed: 4/26/2018 1:25:00 PM

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About the Author
Robin Hughes The University of Texas at El Paso E-mail Author 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.

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