Information from Non-Dominant Perspectives

The purpose of this study was to examine the phenomenon of African American storytellers who provide culturally relevant education in urban public schools. This qualitative study was grounded in portraiture methodology to explore the pedagogy and lived experiences of six professional African American storytellers working in their respective cities. Freire’s (1970) critical pedagogy and Bell’s (1980) critical race theory are the two theoretical frameworks that informed this study. The findings show that African American storytellers see their presence in the classroom as part of providing a caring environment for students, challenges students in critical thinking, supports character education, and fosters respect for diversity. The research also suggests that African American storytelling supports classroom teachers and promotes self-efficacy, cultural identification, and pride in the lived experiences of students. Recommendations were made to promote African American storytelling as a viable tool to enhance culturally relevant education in urban public schools in the United States.

This research guide is designed to help instructors find resources about creating a more culturally responsive curriculum, using inclusive teaching practices, and inclusive teaching and learning.

Learn about the history of griots throughout African society and their role as record-keepers and oral historians.

Building on existing educational anthropological literature, this article suggests a new theoretical perspective that addresses specific concerns in educating teachers for success with African American students. Teaching practices of eight exemplary teachers provide a way to define and recognize culturally relevant pedagogy.

Telling diverse and inclusive stories for social change that center marginalized communities and build understanding requires that we show the complex ways communities experience systems of inequality. (from the authors)