Contemporary Research Perspectives on African Transformative Education

Session Submission Type: Symposium

Abstract

Much has been written about culturally responsive teaching. Much of the literature speaks to its origins in Hawaiian/Alaskan and Native American educational practice. For ages, in spite of limited educational resources, schools in many African communities have successfully fostered the education and citizenship development of children from non-literate and farming communities. Contemporary research on African education suggests that not only were schools in African communities culturally responsive, they were also transformative. How were African communities and schools organized to foster the success of children? What can we learn from African communities and schools as we rethink and reform American, especially urban education? Five-African-born educators from geographically diverse backgrounds present contemporary research on African schools as culturally responsive and transformative.

Sub Unit

• SIG-Urban Learning, Teaching, and Research

Chair

• Omiunota N. Ukpokodu, University of Missouri - Kansas City

Papers

• The Workings of African Indigenous Education - Peter Ukpokodu, The University of Kansas

• Transformative Leadership: The Kenyan Starehe Boys Model - Peter Chrisanthus Ojiambo, The University of Kansas

• Harambee: A Community Effort for Social Change and Education in Kenya - Alfred Taligoola Kisubi, University of Wisconsin - Oshkosh

• Leading and Making Adequate Yearly Progress in an Urban School: The Power of African Collective Framework - Martin Ngom, Kansas City Missouri School District

• The Community Teacher: An African Perspective - Omiunota N. Ukpokodu, University of Missouri - Kansas City

Discussant

• Peter Ukpokodu, The University of Kansas