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Sociolinguistic Foundations to African Centered Pedagogy: A Literature Review

Sociolinguistic Foundations to African Centered Pedagogy: A Literature Review PREFACE To the contemporary investigator of African centered pedagogies, merely looking within the broad background of educational research would miss a substantial portion of the entire ethnographic range of investigations. An inte- gral body of literature reposes in two other sig- nificant areas: first, within the indigenous voic- es of African American writers, pioneer ethnog- raphers and scholars; and secondly, within the ethnographic investigations of the field of soci- olinguistics. This literature review will focus Sociolinguistic Foundations to upon the sociolinguistic foundations of the African Centered Pedagogy: ethnographies which have formed a substantial A Literature Review part, both in conceptual and applied contexts, of the discussion and development of African centered pedagogies in more recent years. The Debra DeCastro-Ambrosetti, Ph.D. core issue in the relationship between sociolin- California State University, Fullerton guistics and African centered pedagogies is the study of the culture-specific behavior of the African American speech community; the ped- agogical corollary of that relationship is the applied strategies of using those patterned and valued ways of speaking for teaching and learn- ing effectiveness in formal classroom settings. The point of departure in my own readings is with the writings of Carol Lee. This author touches upon the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Sociolinguistic Foundations to African Centered Pedagogy: A Literature Review

The High School Journal , Volume 86 (4) – Apr 25, 2003

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Publisher
University of North Carolina Press
Copyright
Copyright © 2003 The University of North Carolina Press.
ISSN
1534-5157

Abstract

PREFACE To the contemporary investigator of African centered pedagogies, merely looking within the broad background of educational research would miss a substantial portion of the entire ethnographic range of investigations. An inte- gral body of literature reposes in two other sig- nificant areas: first, within the indigenous voic- es of African American writers, pioneer ethnog- raphers and scholars; and secondly, within the ethnographic investigations of the field of soci- olinguistics. This literature review will focus Sociolinguistic Foundations to upon the sociolinguistic foundations of the African Centered Pedagogy: ethnographies which have formed a substantial A Literature Review part, both in conceptual and applied contexts, of the discussion and development of African centered pedagogies in more recent years. The Debra DeCastro-Ambrosetti, Ph.D. core issue in the relationship between sociolin- California State University, Fullerton guistics and African centered pedagogies is the study of the culture-specific behavior of the African American speech community; the ped- agogical corollary of that relationship is the applied strategies of using those patterned and valued ways of speaking for teaching and learn- ing effectiveness in formal classroom settings. The point of departure in my own readings is with the writings of Carol Lee. This author touches upon the

Journal

The High School JournalUniversity of North Carolina Press

Published: Apr 25, 2003

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