Continuity, Evolution and Application of CORIBE’s Black Education Research Agenda

• In Event: Looking Back, Looking Forward, Imagining Futures: CORIBE’s Black Education Research Agenda -- Impacts 20 Years Later

Abstract

This paper chronicles CORIBE legacies and evolution by showcasing the application of the 10 Principles of Black Education/Socialization using African Diaspora Literacy and Pro-Blackness locally, nationally, and internationally. Six applications guided by the lineage of Black education, A transformative research and action agenda for the new century (King, 2005) will be featured: 1) graduate and undergraduate coursework in teacher education; 2) Drs. Diaspora curriculum implemented at K-12 Saturday schools and historian-in-residence programs; 3) award-winning books; 4) a cadre of interdisciplinary K-12 teachers; 5) a required African studies class in an elementary school; and 6) research. This paper illuminates pedagogical explorations of K-12 teachers as they engage students in African Diaspora Literacy, drawing upon African cultural knowledge. Applied research is guided by King’s (2005) four validity considerations for Black research and practice, Pro-Black research and pedagogies that emphasize:1) African tradition (history, culture and language); 2) hegemony (e.g., how eurocentric curriculum can be a source of trauma for Black students); 3) equity (e.g., solutions which will bring about equity for African Diasporic children and families); and 4) studies that lead to beneficial and healing practices for Black children. Black scholarship and theories are presented as an antidote for anti-Blackness.

Author

• Gloria S. Boutte, University of South Carolina