The House that Race Built: Critical Pedagogy, African-American Education, and the Re-Conceptualization of a Critical Race Pedagogy
Published In
Educational Foundations
Document Type
Citation
Publication Date
2005
Abstract
Critical pedagogy has been widely characterized as a crucial construct in challenging the inequalities that have evolved in the context of schooling in the U.S. Evidence of this can be found in critical pedagogy's attempt to offer critique of the analytic connections between race and education within the context of the African-American struggle for humanity. In particular, critical pedagogy has functioned as a discourse on schooling and inequality that has developed in tandem with theories of race and pedagogical practice in ways that reflect the context of African-American education. This work expounds upon previous scholarship to offer a broadened conception of critical race pedagogy that incorporates central aspects of critical pedagogy but is drawn from African-American epistemological frameworks.
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Persistent Identifier
http://archives.pdx.edu/ds/psu/21740
Citation Details
Jennings, M. E., & Lynn, M. (2005). The House that Race Built: Critical Pedagogy, African-American Education, and the Re-Conceptualization of a Critical Race Pedagogy. Educational Foundations, 19(3-4).
Description
Copyright (2005) Caddo Gap Press
*At the time of publication, Marvin Lynn was affiliated with the University of Maryland, College Park.