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New visions of a liberated future: A...

Temple University.

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New visions of a liberated future: Afrocentric paradigms, literature, and a curriculum for survival and beyond.

Record Type:	Electronic resources : Monograph/item
Title/Author:	New visions of a liberated future: Afrocentric paradigms, literature, and a curriculum for survival and beyond./
Author:	Holmes, Carolyn Louise.
Description:	376 p.
Notes:	Major Adviser: Kariamu Welsh-Asante.
Contained By:	Dissertation Abstracts International54-07A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9332806

New visions of a liberated future: Afrocentric paradigms, literature, and a curriculum for survival and beyond.
Holmes, Carolyn Louise.

New visions of a liberated future: Afrocentric paradigms, literature, and a curriculum for survival and beyond. - 376 p.

Major Adviser: Kariamu Welsh-Asante.

Thesis (Ph.D.)--Temple University, 1993.

Finally, each author was "located" to determine his or her historical, cultural, and geographical centrism. Selected bibliographies, authors, and recommended books for various instructional levels were included in the appendices.Subjects--Topical Terms:

1017673
Black Studies.

New visions of a liberated future: Afrocentric paradigms, literature, and a curriculum for survival and beyond.
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008 101105s1993 ||||||||||||||||| ||eng d
035 $a (UMI)AAI9332806
035 $a AAI9332806
040 $a UMI $c UMI
100 1 $a Holmes, Carolyn Louise. $3 1064759
245 1 0 $a New visions of a liberated future: Afrocentric paradigms, literature, and a curriculum for survival and beyond.
300 $a 376 p.
500 $a Major Adviser: Kariamu Welsh-Asante.
500 $a Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2445.
502 $a Thesis (Ph.D.)--Temple University, 1993.
520 $a Finally, each author was "located" to determine his or her historical, cultural, and geographical centrism. Selected bibliographies, authors, and recommended books for various instructional levels were included in the appendices.
520 $a Throughout the past two decades the educational status of the majority of African American youth has been described in dire terms. In spite of numerous studies and efforts to address the problems which resulted from the continued "mis-education" of African American youth, few significant improvements or plans to address these problems have been offered. In an attempt to move beyond the mere delineation of negative statistics and assessments, this dissertation was designed as a functional model which includes a prescription for constructive change.
520 $a This three-part study utilizes Afrocentric theory and a multi-dimensional method to synthesize and apply selected theories and research presented in the past two decades to define and/or address the broad instructional needs of African American children. Literature from diverse fields published following the Black Power/Black Arts Movement in the United States was examined in the first part of the study. The overall educational impact of this broad-based social and cultural movement was assessed by extracting Afrocentric paradigms, by identifying common cultural and aesthetic references, and by determining whether there was an increasing Afrocentric consciousness in post-sixties creative and pedagogical literature.
520 $a In the second part of the study, common Afrocentric paradigms were drawn from literature which offers prescriptions for addressing the educational needs and "saving the African American child". These paradigms were subsequently translated into questions to be used as guidelines for evaluating and teaching Black Literature to the elementary (k-4th grade), middle (5th-8th grade), and secondary (9th-12th grade) student.
520 $a Following the second and third chapters which present overviews of the African American literary tradition and the evolution of Afrocentric literature for children, instructional models were included in chapters for each instructional level. Grade-appropriate books by prize-winning African American authors, Eloise Greenfield, Walter Dean Myers, Zora Neale Hurston, and James Baldwin, were analyzed using Afrocentric paradigms as guidelines.
590 $a School code: 0225.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Literature, American. $3 1017657
690 $a 0279
690 $a 0325
690 $a 0591
690 $a 0727
710 2 $a Temple University. $3 959342
773 0 $t Dissertation Abstracts International $g 54-07A.
790 $a 0225
790 1 0 $a Welsh-Asante, Kariamu, $e advisor
791 $a Ph.D.
792 $a 1993
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9332806