Dysconscious Racism, Afrocentric Praxis, and Education for Human Freedom: Through the Years I Keep on Toiling

Joyce E. King is the Benjamin E. Mays Endowed Chair of Urban Teaching, Learning and Leadership at Georgia State University, USA. Dr. King served as the 2014-2015 President of AERA, chaired the AERA Commission on Research in Black Education (CORIBE), and served as editor of the resulting volume, Black Education: A Transformative Research and Action Agenda for the New Century. Her publications include "Re-membering" History in Student and Teacher Learning: An Afrocentric Culturally Informed Praxis (with E.E. Swartz), Preparing Teachers for Cultural Diversity and Teaching Diverse Populations: Formulating a Knowledge Base (both co-edited with E. R. Hollins and W. C. Hayman), Mothers to Sons: Juxtaposing African American Literature with Social Practice (with C.A. Mitchell), and numerous book chapters and journal articles. In recognition of her professional service, Dr. King was presented the Distinguished Career Contribution Award from the AERA Committee on Scholars of Color in Education. She has received fellowship awards from the American Council on Education, the W. K. Kellogg Foundation, and the National Institutes of Mental Health. She received the Distinguished Fellowship Award for Research and Leadership in Critical Studies in Education from the University of Auckland and "The Living Treasure of Africans in the Diaspora in Education and Social Sciences Award" for 20 Years of Participation in the Black Studies Research Center at the Federal University of Säo Carlos, Brazil.

• AcknowledgementsCreditsIntroduction My Grandmother Made Quilts: Forms of Knowledge, Ways of Knowing and Being, Teachings for Human Freedom Part I Groundings: Answering an Ancestral Call, Deciphering Dysconscious RacismPart I IntroductionReflection Groundings: A Framework for Educational Inquiry by Annette HenryChapter 1 A Black Woman Speaks on LeadershipChapter 2 In Search of a Method for Liberating Education and Research: The Half (That) Has Not Been ToldChapter 3 Critical and Qualitative Research in Teacher Education: A Blues Epistemology for Cultural Well-Being and a Reason for KnowingReflection Dysconscious Racism, Land of Immigrants, and Culturally-based Pedagogy: The Legacy of Joyce E. King by Joel Spring Chapter 4 Dysconscious Racism: Ideology, Identity, and the Miseducation of TeachersChapter 5 "[Art Thou] Come to the Kingdom for Such a Time as This?": Transformative Public Scholarship for Social ChangePart II Afrocentric Praxis: Liberating Knowledge for Human FreedomPart II IntroductionReflection Forbidden Knowledge by Ibrahima SeckChapter 6 Diaspora Literacy and Consciousness in the Struggle Against Miseducation in the Black CommunityChapter 7 "If Justice is Our Objective": Diaspora Literacy, Heritage Knowledge, and the Praxis of Critical Studyin’ for Human Freedom Chapter 8 Who Dat Say (We) "Too Depraved to Be Saved"? Re-membering Katrina/Haiti (and Beyond): Critical Studyin’ for Human FreedomReflection Teaching and Learning Informed by a Culturally Grounded Practice by Susan Goodwin Chapter 9 Transformative Curriculum Praxis for the Public Good Chapter 10 Cultural KnowledgeChapter 11 "Thank you for opening our minds": On Praxis, Transmutation, and Black Studies in Teacher DevelopmentEpilogue Black Education Post-Katina: And All Us We Are Not Saved About the ContributorsIndex