Say It Loud: An Action Research Project Examining the Afrivisual and Africology, Looking for Alternative African American Community College Teaching Strategies.
For this study, the researcher sought to implement a visual arts-based Afrivisual to help inspire, motivate and empower African American students in gaining a culturally relevant education in Euro-American-centered schools. Using the Afrivisual in this work as an action-oriented tool the researcher...
| Published in: | Journal of Pan African Studies Vol. 12; no. 4; pp. 364 - 489 |
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| Format: | Article |
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Journal of Pan African Studies
Oct2018
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=133155045&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 133155045 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 08886601 38NA jtl: Journal of Pan African Studies issn: 08886601 maglogo: N pubinfo: dt: Oct2018 vid: 12 iid: 4 pid: 34719 pub: Journal of Pan African Studies artinfo: ui: 133155045 10.5642/cguetd/31. ppf: 364 ppct: 125 formats: fmt: @attributes: type: P size: 5MB tig: atl: Say It Loud: An Action Research Project Examining the Afrivisual and Africology, Looking for Alternative African American Community College Teaching Strategies. aug: au: Mitchell, Daniel E. affil: Graduate Faculty of Education at Claremont Graduate University in 2012 in Claremont, California su: African American students Action research Eurocentrism Community college teaching Culturally relevant education sug: subj: African American students Action research Eurocentrism Community college teaching Culturally relevant education ab: For this study, the researcher sought to implement a visual arts-based Afrivisual to help inspire, motivate and empower African American students in gaining a culturally relevant education in Euro-American-centered schools. Using the Afrivisual in this work as an action-oriented tool the researcher sought to expose African American students to an African historical context. This research project utilized three African-centered theoretical frameworks: (1) Afrocentricity, (2) Africana Philosophy, and (3) Africana Critical Theory. The problem this work addresses is found in four areas, (1) American history is Eurocentric, (2) African history has been distorted, (3) Africa's contribution to world civilization has been ignored, and (4) African American students have suffered from identity issues. The primary purpose of the study was to show how African American students may react to culturally relevant exposure to African history and to investigate if exposure to African history is culturally relevant for them. The researcher also hoped to present an effective strategy for Black students from an Africancentered point of view. The central questions of this study were, "How do native-born African American community college students respond to a culturally relevant visual tool? What experiences have they had with history? How has their exposure to history affected them?" Both quantitative and qualitative phases of this study were based on data and interviews with African American community college students. Descriptive statistics, including frequency percentages shown in tables were used to present the questionnaire data. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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