ARTICLES OF PREVIOUS ROUNDTABLE DISCUSSIONS

1) Alexander-Smith, A. (2004).  Feeling the Rhythm of the Critically Conscious Mind.  English Journal.  93 (3), 58-63. 

2) Boutte, G.S. (2002). The Critical Literacy Process. Childhood Education. 78 (3), 147-152.

3) Campbell Jones, B. and Campbell Jones, F. (2002). "Educating African American
Children: credibility at a crossroads." Educational Horizons, Vol. 80, no 3, 133-139.

Reflecting on the unique history of African Americans, the authors ask "Can African American children be educated in a system that delegitimizes their cultural capital?" In the context of the "All children can learn" motto, a structured reflective process is outlined for educators committed to examining their own beliefs and practices and the impact they have on African American students.

4) Chilcoat, G.W. and Ligon, J.A.  (2001).  Discussion as a Means for Transformative Change: Social Studies Lessons from the Mississippi Freedom Schools.  The Social Studies.  92 (5), 213-219.

5) Curtis, C.A. (1998). "Creating Culturally Responsive Curriculum: Making Race Matter." The Clearing House. 71 (4), 135-139.

6) Delpit, L. (1986). "Skills and Other Dilemmas of a Progressive Black Educator". Harvard Review, Vol. 56, no 4, 379-385.

In this article, the author shares her developmental process as she examines the disparate philosophies of progressive movements and traditional modes of teaching writing. Does a focus on developing skills rob students of their fluency?

7) Ford, D.Y., Howard, T.C., Harris III, J. & Tyson, C. A. (2000).  Creating Culturally Responsive Classrooms for Gifted African American Students. Journal for the Education of the Gifted. 23 (4), 397-427.

8) Fusarelli, L. D. (2004).  The Potential Impact of the No Child Left Behind Act on Equity and Diversity in American Education.  Educational Policy. 18 (1), 71-94.

9) Gay, G. (2000). Culturally Responsive Teaching: Theory, Research & Practice. NY: Teachers College Press.

Intriguing subtitles within the chapters include:

"The Need for and Nature of Story",
"From Can't to Can",
"Teacher Expectations Matter",
"Relationships Among Culture, Communication and Education",
"Ethnic Diversity in Literary and Trade Books",
"Teaching to Enable and Empower" and
"Confronting Convention

10) Graybill, S. W. (1997).  Questions of Race and Culture: How They Relate to the Classroom for African American Students.  The Clearing House.  70 (6), 311-318.

11) Hale, Janice E.  (2001).  Learning While Black: Creating Educational Excellence for African American Children . Baltimore, MD:  Johns Hopkins University Press.

Hale, author of Black Children: Their Roots, Culture, and Learning Styles (1986) and Unbank the Fire: Visions for the Education of African American Children (1994), offers a solution that recognizes the school as the impetus for inner-city African-American children to achieve upward mobility, relying on help from parents, churches, community volunteers and teachers. Her model attends to those differences between "Afro cultural" themes and "mainstream" ones, which influence the varying academic achievement of African-American children compared with white children's achievement.

Closing the achievement gap of African American children, she writes, lies in the classroom, in the nature of the interaction between the teacher and the child. To meet the needs of diverse learners, the school must become the heart and soul of a broad effort, the coordinator of tutoring and support services provided by churches, service clubs, fraternal organizations, parents, and concerned citizens.

12) Hill Collins, P.  (1993).  Toward a new vision:  Race, class, and gender as categories of analysis and connection.  Race, Sex, & Class, 1(1), 25 45.

13) Hopkins, R. (1997). Educating black males: Critical lessons in schooling, community and power. New York: SUNY Press.

14) Jonsberg, S.D. (2001). "What's a (White) Teacher to Do about Black English?"
English Journal, March 2001, 51-53.

In response to disparaging remarks about Black English made by Black female students, Jonsberg probes the impact of politics and power on that language and those who speak it. She makes distinctions between slang and "bad English", and discovers the rich history and the rule-governed structure on which Black English is based.

15) Ladson-Billings, G. (1994). Dreamkeepers: Successful Teachers of African American Children. San Francisco: Jossey-Bass. This book has fast become an important classic in education. Discusses culturally relevant pedagogy and profiles White and Black teachers who have been successful educating African American students. This is an engaging and short book (187 pp.).

16) Ladson-Billings, G. (2000). "Fighting for Our Lives: Preparing Teachers to
Teach African American Students." Journal of Teacher Education, Vol. 51, no 3,
206-213.

Ladson-Billings addresses the failure of most teacher education programs to acknowledge the significance of African American culture. As teacher-student cultural disparities increase, a major concern is that the educational needs of African American students cannot be met in classrooms using "culture-neutral" approaches.

17) Matthews, L.E. (2003). Babies Overboard! The Complexities of Incorporating Culturally Relevant Teaching Into Mathematics Instruction. Educational Studies in Mathematics. 53: 61-82.

18) Ogbu, J.  (1990).  Overcoming racial barriers to equal access.  In J. I. Goodlads, (ed.).   Access to knowledge:  The continuing agenda for our nations schools, pp. 59  89. New York:  College Entrance Examination Board.

19) Payne, C.M. (2003).  More Than a Symbol of Freedom: Education for Liberation and Democracy.  Phi Delta Kappan. 85 (1), 22-28.

20) Perry, T. and Delpit, L. (Eds.). (1998). The Real Ebonics Debate: Power, Language, and the Education of African-American Children. Boston, MA: Beacon Press.

The Real Ebonics Debate contains a variety of types of selections: articles, interviews, poetry, reprints of news articles, public documents such as resolutions, and personal essays. The book also includes an annotated list of resources, a glossary of terms often used in the public debate, notes and references, and an annotated list of contributors.

21) Perry, T., Steele, C., & Hilliard, A. (2003). Young, Gifted, and Black : Promoting High Achievement Among African American Students. Boston, MA: Beacon Press.

The education achievement gap between Black and White students continues to be a hot-button issue, with some scholars arguing that Black students lag behind other students for fear of "acting White," while others claim Black students lack resources and support at home. This book reframes the nature of the debate by stressing the complex social identity issues that African American children face in school and with regard to testing.

22) Riggs, M. (1998). Black Is, Black Ain't. California Newsreel. (video)

23) Rosenberg, G. (2004).  "Substituting Symbol for Substance: What Did Brown Really Accomplish?"  PS.  37 (2), 205-209.

24) Rousseau, C. and Tate, W. F. (2003).  No Time Like the Present: Reflecting on Equity in School Mathematics.  Theory Into Practice.  42 (3), 210-216.

25) Schock, K. (2003).  Nonviolent Action and Its Misconceptions: Insights for Social Scientists.  PS. 36 (4), 705-712. 

26) Tate, W.F. (1994). "Race, Retrenchment, And the Reform of School Mathematics." Phi Delta Kappan 75 (6), 477-480, 482-484.

The Center of Excellence for the Education and Equity of African American Students (CEEEAAS) is funded by the South Carolina Commission on Higher Education.