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Africana Critical Pedagogy: A Black Existential Journey

Muhammed, Armiya Khaleel
http://orcid.org/0000-0001-9781-3726
http://rave.ohiolink.edu/etdc/view?acc_num=miami1587746024509493

Abstract Details

2020, Doctor of Philosophy, Miami University, Educational Leadership.
Despite various adaptations to modern curriculum and pedagogical methods, Black student populations exist upon sites of violent convergence with a curriculum that produces a great deal of internal anguish. The actualization of feelings, centered around anguish, dread, and bad faith, lead us to the conclusion that the problem lies in public education's inability to construct/implement a substantial intervention to the process of alienation amongst Black students. Systems of education are designed to reproduce a composite of constructs that promote a monolithic lens. Metaphorically, this lens serves as an all-seeing eye through which all collective ways of being must pass. The eye differentiates the European norm from the classified other. The purpose of this study is to explore the process of how I as a Black educator teaching disenfranchised Black urban youth intervened in our shared sense of Black alienation by transforming the curriculum and pedagogy in my courses away from their Eurocentric foundations towards an Africana Critical Pedagogy. This was an autoethnographic study that sought to capture my evolution in this direction, my struggles to this end, and what I believe to be the lessons both my students and I learned in the process. The Africana Critical Pedagogy that emerges is aligned with the components of Africana Philosophy, which serves as a pillar in the foundation supporting a superstructure that encapsulates the very theoretical constructs designed to enhance the academic performance of black students, the curriculum, and corresponding pedagogy. I used several methods to collect data: exit tickets, dialogues, observations, and a praxis journal - a documentation of my reflective processes over ten years. Ultimately, critiquing historic and contemporary educational structures, I began to modify and improve my pedagogical methods to meet the constantly evolving needs of Black students in public education.
Denise Baszile (Advisor)
Thomas Poetter (Committee Member)
Nishani Frazier (Committee Member)
Lisa Weems (Committee Member)
75 p.
African Americans; Black Studies; Education Philosophy; Pedagogy
Antiblackness; Urban education; Black Existentialist; Africana Critical Pedagogy; Africana Critical theory

Recommended Citations

Citations

  • Muhammed, A. K. (2020). Africana Critical Pedagogy: A Black Existential Journey [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1587746024509493

    APA Style (7th edition)

  • Muhammed, Armiya. Africana Critical Pedagogy: A Black Existential Journey. 2020. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1587746024509493.

    MLA Style (8th edition)

  • Muhammed, Armiya. "Africana Critical Pedagogy: A Black Existential Journey." Doctoral dissertation, Miami University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1587746024509493

    Chicago Manual of Style (17th edition)

miami1587746024509493
274
© 2020, some rights reserved.Creative Commons License Africana Critical Pedagogy: A Black Existential Journey by Armiya Khaleel Muhammed is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Miami University and OhioLINK.