Lynn, M., Johnson, C., & Hassan, K. (1999). Raising the Critical Consciousness of African American Students in Baldwin Hills: A Portrait of an Exemplary African American Male Teacher. The Journal of Negro Education, 68(1), 42.
This collaborative, participatory study examines the pedagogical practices and beliefs of an African American teacher at a private middle school located in an affluent African American community. The study’s focus is twofold: (a) to explicate the principles guiding this teacher’s efforts to enhance his African American students’ moral, intellectual, and spiritual development; and (b) to discuss the ways in which his emancipatory pedagogies provide a fertile learning ground for those students. The authors maintain that this case study typifies what happens when a school’s mission is positively aligned with its teachers’ beliefs and practices. The innovative school setting is described, and a literature review focusing on the beliefs and practices of exemplary, culturally relevant African American teachers contextualizes the study.
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