Locating Common Characteristics of African Centeredness in an Independent African Centered

137 Pages·2017·0.92 MB·English

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Africana Studies Theses Department of Africana Studies
Spring 5-2-2012
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Garfield R. Bright Jr
Georgia State University
Follow this and additional works at: https://scholarworks.gsu.edu/aas_theses
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Bright, Garfield R. Jr, "Towards a Common Center: Locating Common Characteristics of African
Centeredness in an Independent African Centered Learning Environment." Thesis, Georgia State
University, 2012.
doi: https://doi.org/10.57709/2771731
This Thesis is brought to you for free and open access by the Department of Africana Studies at ScholarWorks @
Georgia State University. It has been accepted for inclusion in Africana Studies Theses by an authorized
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[email protected].
TOWARDS A COMMON CENTER: LOCATING COMMON CHARACTERISTICS
OF
AFRICAN CENTEREDNESS IN AN INDEPENDENT AFRICAN CENTERED
LEARNING ENVIRONMENT
by

GARFIELD R. BRIGHT

Under the Direction of Jonathan Gayles
ABSTRACT
As a culturally relevant alternative to traditional public school environments, Independent
African Centered schools feature a particular type of culturally relevant pedagogy. This study
explored the teachers’ and administrator’s perceptions and applications of African Centered
pedagogy in an African Centered school. Interviews, observations and a document review served
as the source of data for this study. This basic interpretive study utilized a qualitative research
design to explore the perceptions and application of African Centeredness among the
participants.
An analysis of the data revealed categories and themes related to the school’s mission and
the participants’ perceptions and performance of African-centered pedagogy. Three general
conclusions were drawn from the findings. Implications for theory, study limitations and
recommendations for future research are provided.

INDEX WORDS: African centered education, Culturally relevant Pedagogy, Critical pedagogy
TOWARDS A COMMON CENTER: LOCATING COMMON CHARACTERISTICS
OF
AFRICAN CENTEREDNESS IN AN INDEPENDENT AFRICAN CENTERED
LEARNING ENVIRONMENT

by

GARFIELD R. BRIGHT

A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of
Master of Arts
in the College of Arts and Sciences
Georgia State University
2012

Copyright by
Garfield Bright
2012
TOWARDS A COMMON CENTER: LOCATING COMMON CHARACTERISTICS OF
AFRICAN CENTERED EDUCATION IN AN AFRICAN CENTERED LEARNING
ENVIRONMENT

by

Garfield R. Bright

Committee Chair: Dr. Jonathan Gayles

Committee: Dr. Sarita K. Davis
Dr. Karin Stanford

Electronic Version Approved:

Office of Graduate Studies
College of Arts and Sciences
Georgia State University
May 2012
iv

DEDICATION
I would like to dedicate this to all of the marginalized urban youth in America and
throughout the Diaspora. I would also like to dedicate this to The Zelia Stephens Early
Childhood Center and to the memory of Silena Long.
v

ACKNOWLEDGEMENTS
I would like to acknowledge Val Bright, Garfield Bright Sr., Annie Bright, Ashley
Bright, Tina Bright, Trevor Phillips II, Garfield Bright III, Tairiq Bright, Mizan Bright, Nasir
Bright, Dr. Karin Stanford, Dr. Jones, Dr. Umoja, Dr. Gayles, Dr. Davis, Dr. Dunham, Dr.
Pressley, The African American Studies Department Staff, The Alonzo A. Crim Center for
Urban and Educational Excellence, The Students, Faculty and Staff of Kilombo Academic and
Cultural Institute, Black Star Educational Institute and Aya Academy. Thanks for your
motivation.
1
TABLE OF CONTENTS
ACKNOWLEDGEMENTS................................................................................................v
PROLOGUE.......................................................................................................................4
1 INTRODUCTION........................................................................................................7
1.1 Background of the Problem....................................................................................7
1.2 Problem Statement.................................................................................................9
1.3 Purpose.................................................................................................................10
1.4 Significance..........................................................................................................10
1.5 Nature of the Study..............................................................................................11
1.6 Research Questions..............................................................................................12
1.7 Theoretical Framework........................................................................................13
1.8 Definitions............................................................................................................15
1.9 Assumptions.........................................................................................................17
1.10 Limitations.........................................................................................................17
1.11 Summary............................................................................................................18
2 REVIEW OF THE LITERATURE.............................................................................19
2.1 Cultural relevance, Education and Communities of Color..................................20
2.2 Applying culturally relevant pedagogy................................................................23
2.3 Independent schools as alternatives to traditional schools...................................28
2
2.4 Theoretical framework-Paulo Freire’s Liberatory Approach to Pedagogy..........35
2.5 Freirian Liberatory Education and its Relevance to This Research.....................37
2.6 Summary..............................................................................................................39
3 METHODOLOGY......................................................................................................40
3.1 Design of the Study..............................................................................................40
3.2 Sample Selection..................................................................................................44
3.3 Site Selection........................................................................................................46
3.4 Data Collection.....................................................................................................47
3.5 Data Analysis.......................................................................................................51
3.6 Validity and Reliability........................................................................................53
3.7 Researcher Bias and Assumptions.......................................................................55
3.8 Summary..............................................................................................................55
4 FINDINGS..................................................................................................................57
4.1 The Participants....................................................................................................58
4.2 Overview of the Themes......................................................................................61
4.3 Summary..............................................................................................................94
5 CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS......................96
5.1 Conclusions and Discussion.................................................................................99
5.2 Limitations of the Study.....................................................................................108
5.3 Implications for Theory......................................................................................109