Performance traditions among African American teachers

Front Cover
Austin & Winfield, 1997 - Art - 128 pages
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This original work focuses on the ways in which performance tradition manifests itself in the daily realities of the African American educator, the cultural beliefs they are reproducing in schools, and what educators need to understand about the special contributions of African American educators to aid in effectively teaching not only African Americans, but all children. In addition, this study shows how the training of present and future teachers may benefit from the inclusion of this "cultural clout."
Dr. Rhonda B. Jeffries uses extensive narratives from African American men and women in two urban schools to explore such pertinent questions as how the social, economic and emotional climate of America contributes to the unique capacities of the African American; how the role of African American educators as social activists has influenced their teaching; how desegregation affected the African American educator's ability to "perform" in school; and how the decrease in the number of African American educators affects the school environment in both urban and rural settings.
The overarching purpose of Dr. Jeffries' important study is to affirm the cultural performance traditions of African American educators which has been so easily and habitually dismissed as valuable and intelligible knowledge.

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Two Contexts of Performance
Three Ways of Looking
Four Ongoing Performances

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