Why Aren’t African American Scholars' Pedagogies Shaping How We Teach African American Students?
Dr. Gwendolyn Lavert, PhD
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Why Aren’t African American Scholars' Pedagogies Shaping How We Teach African American Students?"
It seems appropriate to begin with the words of W.E.B. Du Bois (1906), which, though written over a century ago, resonate deeply with today's educational landscape. As cited in Unbank the Fire: Visions for the Education of African American Children by Janice E. Hale, Du Bois declared:
"And when we call for education, we mean real education. We believe in work. We ourselves are workers, but work is not necessarily education. Education is the development of power and ideal. We want our children trained as intelligent human beings should be and we will fight for all time against any proposal to educate black boys and girls simply as servants and underlings, or simply for the use of other people. They have a right to know, to think, to aspire." (p. 251)
Despite Du Bois' call for a comprehensive and empowering education, public schools today still struggle to provide African American students with an experience that truly reflects their cultural heritage, strengths, and aspirations. Educational researchers such as Jackie Jordan Irvine, Janice Hale, Gloria Ladson-Billings, Carol Lee, Asa Hilliard, Vanessa Siddle Walker, Michele Foster, Mwalimu Shujaa, and Kofi Lomotey have articulated powerful pedagogical approaches tailored to the unique cultural and cognitive needs of African American students. These scholars emphasize the importance of culturally responsive pedagogy, African-centered approaches, and integrating students' cultural backgrounds into learning processes. Yet, public education systems have largely failed to adopt these strategies. This raises the question: Why aren’t the pedagogies of African American scholars influencing how we teach African American students?
The Research: A Wealth of Culturally Responsive Pedagogies
African American scholars have long provided clear strategies for addressing the reading achievement gap and enhancing educational outcomes for African American students. For instance, Dr. Gloria Ladson-Billings' work on culturally relevant pedagogy advocates for teaching practices that honor students' cultural identities while maintaining high academic standards. In her seminal 1995 article, "But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy," Ladson-Billings emphasizes that effective teaching should allow African American students to maintain their cultural integrity while succeeding academically. She provides practical examples, such as using culturally relevant literature, fostering classroom discussions that connect historical contexts to students' present lives, and developing critical thinking by examining social justice issues.
Similarly, Dr. Janice Hale’s research in "Unbank the Fire: Visions for the Education of African American Children" challenges educational models that label African American children as "culturally deprived" when they do not conform to standardized benchmarks. Hale underscores the importance of teaching methods that resonate with African American students’ linguistic and cultural styles. For example, she suggests that storytelling, rhythmic learning, and community-based narratives can bridge the gap between home and school cultures, allowing students to see themselves and their experiences reflected in their education.
Dr. Peter C. Murrell Jr., in "African-Centered Pedagogy: Developing Schools of Achievement for African American Children," advocates for creating a school community that builds on the cultural integrity of African American students. He presents an African-centered pedagogy, where students' cultural knowledge and unique learning styles form the foundation of classroom practices. For instance, Murrell describes how incorporating African American history, music, and oral traditions into the curriculum can transform students' learning experiences, fostering both academic and personal growth.
Despite these powerful articulations of pedagogy, public schools have not fully adopted these culturally responsive practices. Understanding why involves examining systemic issues within the education system.
Why Aren’t These Pedagogies Being Used?
1. Systemic Bias and Traditional Norms
A key issue is the systemic bias embedded within the educational system. Traditional teaching models, curricula, and assessment practices often reflect Eurocentric norms, which do not accommodate the diverse cultural experiences of African American students. While scholars like Ladson-Billings and Hale have demonstrated the effectiveness of culturally responsive pedagogy, educators and policymakers may hesitate to adopt these methods because they challenge existing norms and power structures within education. This systemic bias is often rooted in historical practices that privilege certain ways of knowing while dismissing others as less valid.
For example, The National Literacy Trust (2018) reports that schools emphasizing culturally relevant literature and teaching practices see increased engagement and improved literacy outcomes among African American students. Despite this evidence, many schools continue to rely on traditional reading programs that overlook cultural differences. This systemic inertia maintains the status quo, limiting educational opportunities for African American students.
2. Curriculum Control and Publishing Practices
Textbooks and curricular materials used in schools are typically produced by large publishing companies. These publishers operate within a market-driven model, where decisions about content are often based on what is perceived to be the most profitable and marketable. Culturally relevant content, particularly material focused on African American history, culture, and pedagogy, is sometimes viewed as too niche or potentially controversial. Consequently, African American scholars’ work is often underrepresented in mainstream educational resources.
A review by EdReports (2019) found that only a small percentage of available literacy programs featured culturally diverse content. This exclusion limits educators' access to culturally responsive strategies and effectively sends a message that these perspectives are less valuable. Moreover, publishers tend to align their materials with standardized testing benchmarks, which seldom reflect culturally nuanced or community-centered educational practices. This alignment prioritizes a "one-size-fits-all" curriculum, ignoring the research that highlights the benefits of a more culturally responsive approach for African American students.
3. Lack of Professional Development
Many teachers do not receive adequate training in culturally responsive teaching practices. Most teacher preparation programs focus on general pedagogical techniques rather than specialized strategies that consider students' cultural backgrounds. Furthermore, in-service professional development often emphasizes instructional methods aligned with standardized curricula, leaving little room for the work of African American scholars to be explored and integrated into everyday practice.
Dr. Ladson-Billings asserts that to implement culturally relevant pedagogy effectively, teachers must "relearn how to teach" in a way that embraces diverse cultural narratives and learning styles. However, many educators remain unaware of the research and strategies developed by African American scholars due to the limited focus on these works in teacher education programs. As Dr. Peter Murrell suggests, without a coordinated system for action and appraisal, the integration of culturally responsive practices remains fragmented and inconsistent.
4. Institutional Resistance to Change
Schools are complex institutions that often resist change, particularly when it involves altering entrenched practices. The ideas proposed by African American scholars require a fundamental shift from traditional, one-size-fits-all instructional methods to more dynamic, student-centered approaches. This shift demands not just new materials and teaching strategies but also a rethinking of assessment, classroom interactions, and the role of student culture in the learning process.
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Dr. Asa Hilliard, in "The Maroon Within Us," argues that this resistance is often tied to the historical and cultural foundations of public education, which have traditionally marginalized African American cultural expressions. When educators cling to familiar methods, they inadvertently dismiss alternative pedagogies that have been proven effective for African American students. Breaking free from these constraints requires a willingness to confront uncomfortable truths about existing power dynamics and biases within educational institutions.
5. Policy and Standardized Testing Pressures
Public education is driven by policies and standardized testing requirements that emphasize specific benchmarks. These standards often dictate what is taught and how success is measured. Culturally responsive pedagogies, which focus on the holistic development of the student, may not align neatly with these benchmarks. As a result, educators may feel pressure to "teach to the test" rather than incorporate the more nuanced and culturally grounded strategies suggested by scholars like Gloria Ladson-Billings and Carol Lee.
Additionally, policymakers often design educational reforms based on quantitative data that reflect performance on standardized assessments. This focus on test scores can overshadow the qualitative benefits of culturally responsive education, such as improved student engagement, self-efficacy, and critical thinking. Without policy changes that recognize the value of culturally relevant teaching practices, schools are unlikely to adopt these methods on a broad scale.
The Consequences of Overlooking African American Scholars' Pedagogies
The lack of integration of culturally responsive pedagogies into mainstream education has significant consequences. It perpetuates an achievement gap between African American students and their peers, reinforcing the notion that traditional methods are the only path to academic success. Furthermore, it ignores the wealth of cultural assets that African American students bring to the classroom, leaving their potential untapped.
In "Unbank the Fire," Dr. Janice Hale highlights how the failure to acknowledge African American cultural strengths leads to a deficit-based approach to teaching, where students are seen as lacking rather than as possessing valuable cultural knowledge. This perspective not only hinders academic achievement but also affects students' sense of identity and self-worth.
A Path Forward: Integrating Culturally Responsive Pedagogies
To address this issue, a systemic approach is necessary:
1. Revise Curriculum Materials
Publishers and educational institutions must prioritize the inclusion of research and materials developed by African American scholars in textbooks and curricula. This shift would provide educators with the resources needed to implement culturally responsive teaching methods. For example, including books that reflect African American history, literature, and everyday experiences can create more relatable and engaging content for students.
2. Professional Development
School districts should offer professional development focused on culturally responsive pedagogy, drawing directly from the work of scholars like Ladson-Billings, Hale, and Murrell. Teachers need support in learning how to create classroom environments where African American students’ cultural identities are recognized and valued. This professional development can include strategies such as using oral traditions in storytelling, integrating music and rhythm into reading instruction, and fostering critical discussions around historical and social contexts.
3. Advocacy for Policy Change
Educators, researchers, and community members must advocate for educational policies that support culturally responsive teaching. This includes redefining academic success beyond standardized testing to encompass cultural understanding, critical thinking, and identity formation. Schools should be assessed not just on test scores but on their ability to create inclusive environments that foster student engagement and growth.
4. Building a System of Action
As Dr. Peter Murrell points out, schools need a coordinated system of action and appraisal to integrate these pedagogical practices effectively. This includes ongoing assessment, reflection, and adaptation of teaching strategies to meet the cultural and cognitive needs of African American students. Schools can create committees or task forces focused on implementing and evaluating culturally responsive practices, ensuring they are a permanent and evolving part of the educational process.
Conclusion: Valuing African American Scholarship in Education
The wealth of knowledge produced by African American scholars provides a roadmap for transforming how we educate African American students. Yet, systemic biases, rigid traditional norms, and institutional resistance have hindered the widespread adoption of these approaches. To truly empower African American students, educators and policymakers must actively engage with and implement the culturally responsive pedagogies articulated by these scholars. Doing so will create learning environments where African American students are not only academically successful but also culturally affirmed and empowered.
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