Future Designs by commission

Reflecting on the experiences of our team over the years both at home in America and abroad, we have found the necessity of embracing this slightly modified version of Dr. Joyce E. King's ten vital principles for the education and socialization of black and brown youth (2005).

Our Pedagogic Creed

  1. As people of African descent, our educational designs are overwhelmingly centered in that reality.
  2. Collective survival of the African American family is priority over the individual.
  3. In response to domination and hegemony we use three modes of response - adaptation, improvisation, and resistance.
  4. The arts and humanities will serve as useful 'ways of knowing.'
  5. Knowledge production is a search for meaning and understanding not simply the search for facts and universal truth.
  6. Research validity is essential over inclusion, focusing on studies of: a) the African tradition (history, culture, language); b) hegemony; c) equity; and d) beneficial practice.
  7. Research contexts that inform practice: a) cultural/historical context; b) political/economic context; c) professional context.
  8. Education that serves our common interests.
  9. Education is a fundamental human right and indispensable for effective participation in the societies and economies of the twenty-first century.
  10. As people of African descent, we will not accept a dependent status in the approach and solution to our problems.
Created By
M.A. Lucas-Green
Appreciate

Credits:

M.A. Lucas-Green (web arrangement) A.T. Lucas (Atlanta panoramic still) K.E. Green (footage of 2012 Air Force JROTC Armed Exhibition Champions - Mundy's Mill High School: Cadet Col. C.L. Swinney III D.R. Boyles (Considering Hermeneutics: Hermes, Teachers, and Intellectualism, 1994) L. Code (Ecological Thinking: The Politics of Epistemic Location, 2006) P. Freire (Pedagogy of the Oppressed, 1970) M. Mitchell (Gone with the Wind, 1936) W.E.B. DuBois (The Souls of Black Folk, 1903) J.E. King (Black Education: A Transformative Research and Action Agenda, 2005) Z. Muhammad (Faith and Courage to Educate Our Own: Reflections on Islamic Schools in the African American Community, 2005) C.D. Lee (The State of Knowledge About the Education of African Americans, 2005) J.J. Ellis (American Sphinx, 1996) A. Gordon-Reed (The Hemingses of Monticello) J.W. Loewen (Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. 1995) The Shop: Monticello (Magnolia Virginiana, 2010) S. Huff (Moonlight and Magnolias: Myth as Memory, 2000) T.D. Fallace (Dewey and the Dilemma of Race: An Intellectual History 1895-1922, 2011)

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