Rethinking the Basic Public Speaking Course for African American Students and Other Students of Color

The failure of the American education system to teach African American students has been well chronicled. This chapter draws attention to the history of Eurocentric pedagogy and its ineffectiveness to educate African American students. The principles of Afrocentricity are presented as a plausible way to counter ineffective, hegemonic, and ethnocentric curriculum planning for all students, with particular emphasis on students of color. Differentiated instruction offers adult educators a way to vary instruction and integrate an Afrocentric paradigm and content into student-centered curricula. This chapter concludes with two Afrocentric application activities.

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African American Students and Other Students of Color in Special Education

Handbook of Urban Education ◽

10.4324/9780203094280-29 ◽

2013 ◽

pp. 309-322

Keyword(s):

Special Education ◽

African American ◽

Students Of Color ◽

African American Students ◽

American Students

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Reconstructing Reading for Students of Color

10.4018/978-1-7998-8532-0.ch004 ◽

2022 ◽

pp. 63-72

Author(s):

Porchanee A. White

Keyword(s):

African American ◽

Students Of Color ◽

Role Models ◽

African American Students ◽

Daily Basis ◽

Black History ◽

Learning Material ◽

Classroom Learning ◽

American Students

African American students face discrimination and inequalities in classroom settings on a daily basis. We often think of discrimination and inequality as something being done or said to someone in an inappropriate manner. However, classroom learning material and products should be considered as well. Curriculum, textbooks, and supplemental materials usually do not include information about black history, authors, or poetry. When they are included, they are often used as supplemental material that is not studied, examined, or discussed. In addition, the books they read in class or for pleasure do not necessarily have role models that resemble African American students.

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Recommendations to Public Speaking Instructors for the Negotiation of Code-Switching Practices among Black English-Speaking African American Students

The Journal of Negro Education ◽

10.2307/4129627 ◽

2004 ◽

Vol 73 (4) ◽

pp. 435 ◽

Cited By ~ 8

Author(s):

Deric M. Greene ◽

Felicia R. Walker

Keyword(s):

African American ◽

African American Students ◽

Public Speaking ◽

Code Switching ◽

Black English ◽

American Students ◽

English Speaking

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[Re]conceptualizing Inclusion: Can Critical Race Theory and Interest Convergence be Utilized to Achieve Inclusion and Equity for African American Students?

Teachers College Record ◽

10.1177/016146811111301002 ◽

2011 ◽

Vol 113 (10) ◽

pp. 2186-2205 ◽

Cited By ~ 1

Author(s):

Shelley Zion ◽

Wanda Blanchett

Keyword(s):

Social Justice ◽

African American ◽

Critical Race Theory ◽

Inclusive Education ◽

Students Of Color ◽

African American Students ◽

Critical Race ◽

Race Theory ◽

Interest Convergence ◽

American Students

Background/Context Even though not fully realized, in legislation and theory, the requirements of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act have created pressure to address the historical inequity in educational opportunity, achievement, and outcomes, as well as disparities in achievement between students of color and White students; disproportionality in special education referral, identification, and placement; high dropout rates for students of color; and disproportionate discipline and referrals for students of color, students from lower socioeconomic backgrounds, students from immigrant families, and students in urban areas. Purpose/Objective/Research Question/Focus of Study The authors argue that inclusive education never had the potential to be truly inclusive because it is built on the premises of an inferiority paradigm. Issues of race, class, and privilege have rarely been incorporated into the inclusive education definitions or debates in the United States, and certainly not in practice. The purpose of this article is to examine: (a) the historical context of public schooling in America; (b) inclusive education in practice: segregation of African American and other students of color; (c) [re]conceptualizing inclusion: the importance of a social justice lens and critical theory; and (d) the relevance of interest convergence. Research Design Analytic essay. Conclusions/Recommendations The authors contend that the inclusive education movement has not resulted in positive outcomes or inclusion in general education for African American students because the movement was built on faulty assumptions that centered on ability and placement and did not look at the intersection of ability/disability with race, class, culture, and language. More important, the movement did not address issues of racism, White privilege, White dominance, and social class dominance. The authors assert that social justice, critical race theory, and interest convergence are powerful tools with which to [re]conceptualize inclusion and inclusive education in America.

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