This Isn't the America I Thought I'd Find: African Students in the Urban U.S. High School

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Mai 2006



American society has long placed high expectations on our schools to advance this nation's prospects or to help resolve many of its ills. Throughout America's history, however, immigrant children have experienced difficulties adjusting to their new lives in our schools. This experience has been the fate of many African students who come to America with hopes of securing an excellent education, a better future, and a chance at the American dream; instead, they frequently find disappointment.


Chapter 1 List of Tables Chapter 2 Foreword Chapter 3 Preface Chapter 4 Acknowledgements Chapter 5 Introduction Chapter 6 1. "The Darkest Thing About Africa is America's Ignorance of It" Chapter 7 2. African Students Profiles-Previous and Current School Experiences Chapter 8 3. Myths and Misperceptions about Africa, or "I Don't Live in the Jungle" Chapter 9 4. Expectations and Disappointments: Immigrant Life in America-Better Education, Better Life, and "The Streets are Paved with Gold!" Chapter 10 5. Afro-American Student Profiles Chapter 11 6. The "White Elephant in the Room," or How Come Some of These Students Don't Know They're African? Chapter 12 7. Afrocentricity: Theory and Practical Implications Chapter 13 8. Making the Connection / Sharing a Heritage Chapter 14 9. Afrocentricity and Education Reforms Chapter 15 Appendix Chapter 16 Notes Chapter 17 References Chapter 18 Index Chapter 19 About the Authors


Rosemary Traore, Ph.D., is Assistant Professor in Urban Education at the University of North Carolina at Charlotte. Robert J. Lukens, Ph.D., J.D., is Co-Director of the Advocating on Behalf of Children Project at Community Legal Services in Philadelphia, PA.


An insightful and thoughtful message on race, Afrocentric, and intercultural teaching and education. Teachers seeking to help both the migrant and immigrant students in their class will greatly benefit from a careful reading of this excellent book. -- Carl A. Grant, Professor and Chair, Teacher Education, University of Wisconsin-Madison The implications for educators in enhancing learning for a diverse group of learners in pluralistic contexts are clear, and the work surely adds to existing knowledge on the perils and desires of difference and offers possibilities of schooling...these [students]...particularly African students. -- George J. Sefa Dei, Professor and Chair, Department of Sociology and Equity Studies, University of Toronto This isn't the America I Thought I'd Find is well written [and raises] a fresh perspective on the topic. For that alone, the documentation of the authors' observations should be of interest to many. -- Asa G. Hilliard III, Fuller E. Callaway Professor of Urban Education, Georgia State University In this powerful, sometimes disturbing, and ultimately inspiring book, Traore and Lukens demonstrate how shared historical, cultural, and personal experiences often blinded by ignorance and prejudice can serve as common ground for building trust and unity among students of African descent. -- James Earl Davis, Professor, Temple University The book is an important study of what goes on in urban high scools in this country. It is also a testament to the experiences of African students in American high schools. It's the first to focus entirely on this toic. While some [may] quarrel with the use of Afrocentricity as a model in dealing with tensions between African and African American students, unless something is done to address the problem African and African American students will carry those tensions with them into their adult lives, contributing to, not helping to dissolve the tensions that already exist between Africans and African Americans in America. -- Msia Kibona Clark, Washington, D.C. Allafrican.Com Traore and Lukens are ahead of their time in analyzing an increasingly important theme in urban schools...teaching in a pluralistic society. ...Indeed what [they] have done is to set the bar very high. -- Molefi Kete Asante, Professor, Temple University, and author of Race, Rhetoric, and Identity: The Architecton of Soul ...Traore and Lukens demonstrate that African and African American students can counteract an education system that "appears disinterested or obstructive to their success" (p.41)...Traore's and Lukens' principal contribution may be in the reciprocal learning of their intervention that they demonstrate can help to create the kind of environment that enables immigrant and native-born students alike to be in better positions to achieve the educational and economic success they came to the United States seeking. -- Sarah Dryden-Peterson Tcrecord
EAN: 9780761834557
ISBN: 0761834559
Untertitel: Sprache: Englisch.
Erscheinungsdatum: Mai 2006
Seitenanzahl: 220 Seiten
Format: kartoniert
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