Toward an African-American critical pedagogy for liberation

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Mohammed Brima Kamara (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
H. Svi Shapiro

Abstract: This dissertation, as a qualitative study, focuses on critical pedagogy and dialogic teaching as seen through the lenses of dominant reconstructionist theorists. Perceived as essential for African-American education, critical pedagogy and dialogic teaching serve as analytical structures for defining education deficiencies and for proposing major pedagogical transformations, so that schools, colleges, and universities can more effectively fulfill the needs of students and American minorities. Such a mission entails an ideological examination of African-American insights on how American schools have failed this minority through the propagation of White hegemony and an investigation of pedagogical impediments facing African-Americans in traditional American schools. Likewise, it centers around analyses of critical educational theories, followed by the creation of an African-American critical pedagogy to enlighten and consider all people and their need for freedom, integrity, and equality. Because an African-American pedagogy seeks to liberate African- Americans from political and socio-economic oppression, it means taking risks to create a more just and equitable society and demands acknowledgement of education as a political, social, cultural, and moral enterprise, laying a pathway for change

Additional Information

Language: English
Date: 1992
African Americans $x Education
Education $z United States $x Philosophy

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