Living the Legacy of African American Education: A Model for University and School Engagement

by Sheryl J. Croft (Editor), Tiffany D. Pogue (Editor), Vanessa Siddle Walker (Editor)

Overview

Modeled after a little known historical model and based on the research of Vanessa Siddle Walker, Living the Legacy of African American Education: A Model for University and School, describes a sustainable and authentic partnership between a university and its K-12 partners. Designed for school, district leaders, and college instructors this practical guide provides a narrative of how a group of graduate students, a professor and seven school partners planned, executed, and engaged K-12 partners in three major professional development opportunities. This book chronicles a partnership that engaged K-12 leaders in an authentic and mutually beneficial partnership. Designed to be instructive, this book can be used to plan partnerships as well as a serve as a check list to design, maintain, and refine similar partnerships. This book also provides valuable lessons learned at the end of each chapter that can be used as others form K–12 partnerships.

Product Details

ISBN-13:	9781475808193
Publisher:	Rowman & Littlefield Publishers, Inc.
Publication date:	03/20/2018
Series:	Critical Black Pedagogy in Education
Pages:	110
Product dimensions:	6.20(w) x 9.43(h) x 0.58(d)

About the Author

Sheryl J. Croft is an Assistant Professor in the department of Educational Leadership at Kennesaw State University where she is also Coordinator of the Educational Doctorate (Ed.D.) program. She also is the Director of Teaching In the Urban South (TITUS) since its inception in 2011.

Tiffany D. Pogue is an assistant professor of Teacher Education at Albany State University. Her research interests include Participatory Literacy Communities, Culturally Relevant Teaching, Hip Hop Based Education, and Community Engagement.

Vanessa Siddle Walker is the Samuel Candler Dobbs Professor of Educational Studies at Emory University. Walker received her training in education at the University of North Carolina at Chapel Hill and the Harvard Graduate School of Education.

Table of Contents

Preface- Vanessa Siddle Walker

Introduction: Building Blocks- Vanessa Siddle Walker

Chapter 1: Collaboration between Higher Education and Public School Educators- Sheryl J. Croft

Chapter 2: Safe Spaces and Summer Meetings- Sheryl J. Croft

Chapter 3: Creating TITUS Buy-In among Various Stakeholders-Tiffany D. Pogue and Amber Jones

Chapter 4: Focus on Problem-Solving and Deliverables- Brandi Hinnant-Crawford and Miyoshi Jeurgensen

Chapter 5: Professional Development and Community Engagement- Latrise Johnson

Chapter 6: The Challenges of Implementing a Historical Model in a Contemporary Setting- Sheryl J. Croft and Tiffany D. Pogue

Final Words

Appendix A: TITUS Fast Facts about Youth of Color in the United States and Georgia

Appendix B: Evaluation Report for TITUS Conference

Glossary

About the Editors

About the Contributors

Index

Editorial Reviews

We know that the failure to effectively educate children of African descent in the US has been persistent, pervasive and disproportionate. Still, there have been pockets of success. In Living the Legacy of African American Education—calling on ancestors such as DuBois, Bond, Muhammad and Woodson—Croft, Pogue and Walker offer a practical application of proven strategies from the past. More particularly, the editors and their contributors—in describing TITUS—open a window to what works. The book is pregnant with relevance, as it is timely, give the escalating challenges for African American children and people. It is significant, given the persistent barriers to bringing about effective K-12/university/community collaborations.

Kofi Lomotey

Don't talk about it, be about it. That is exactly what the Teaching in the Urban South (TITUS) organization did. This book details how a group of concerned educators went about enriching the educational experience of African Americanchildren in an urban setting. We didn't develop any new concepts. All it takes as you will read is a willingness to volunteer. This concept can be easily modeled in your academic setting. Our children are our most valuable asset; we are obligated to find a way to help them become successful.

Gregory Goodwin

Living the Legacy affirms the adage “where there is a will there is a way” to facilitate powerful authentic symbiotic collaborations among teachers, school leaders, parents, university students, and university professors. Living the Legacy offers urban educators a way to advance educational excellence in schools through a process anchored in a historical African American model for K-12 higher education partnerships. The authors aptly describe the theory and the practices of the model augmented by actual examples that guide educators through the process so that they might apply them in their own settings. Notably, this process is for those for whom investing in the success of students in urban schools is more than a notion. Living the Legacy clearly demonstrates that university and school relationships need not be adversarial or exploitive when they are appropriately forged in meaningful efforts to provide the best possible educational experiences for all students. In an era fraught with misguided education reform initiatives, the authors’ timely, necessary and exacting treatise is essential reading for educational advocates within K-12 and higher education working within their communities to authentically improve urban education.

Vera L Stenhouse

Living the Legacy of African American Education seamlessly illuminates the relevancy of a historical model created by black educators during segregation in addressing various contemporary issues that plague black schools. The book is a must read for scholars who write about the contemporary and historical difficulties experienced by black students as they matriculate through the educational system and practitioners who are charged with the responsibility of educating them.

Vincent Willis