Darling-Hammond, L. (2000).  New standards and old inequalities:  School reform and the education of African American students.  Journal of Negro Education.  69(4) 263-287.

Lee, C. D., Lomotey, K., & Shujaa, M. (1990).  How shall we sing our sacred song in a strange land?  The dilemma of double consciousness and the complexities of an African-centered pedagogy.  Journal of Education. 172(2) 45-61.

King, J. E. (1994). The purpose of schooling for African American children:  Including cultural knowledge.  In E.R. Hollins, J.E. King, & W.C. Hayman (Eds.), Teaching diverse populations:  Formulating a knowledge base (pp. 25-46).  NY:  State University of New York Press.

Boykin, A.W. (1994).  Afrocultural expression and its implications for schooling.  In E.R. Hollins, J.E. King, & W.C. Hayman (Eds.), Teaching diverse populations:  Formulating a knowledge base (pp. 243-273).  NY:  State University of New York Press.

Hefflin, B.R. (2002).  Learning to develop culturally relevant pedagogy:  A lesson about cornrowed lives.  The Urban Review. 34(3) 231-250.

Howard, T.C. (2003).  Culturally relevant pedagogy:  Ingredients for critical teacher reflection.  Theory Into Practice.  42(3) 195-202.

3rd Annual Conference "Culturally Relevant Pedagogy: Thoughts, Strategies, Actions"

Berlak, H. (2001). Academic achievement, race, and reform: Six essays on understanding assessment policy, standardized achievement tests, and anti-racist alternatives. Retrieved February 1, 2006, from Online Source, ERIC No. ED 464 973).

Ladson-Billings, G. (1992).  Reading between the lines and beyond the pages:  A culturally relevant approach to literacy teaching.  Theory Into Practice.  31(4) 312-320.

For more information or copies, contact:

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