Abstract

We center and unpack the American Educational Research Association’s (AERA) Commission on Research in Black Education’s (CORIBE) research validity principle, which emphasizes that the highest priority must be placed on studies of: (A) African tradition (history, culture and language); (B) Hegemony (e.g. uses of schooling/socialization and incarceration); (C) Equity (funding, teacher quality, content and access to technology); and (D) Beneficial practice (at all levels of education, from childhood to elderhood). We present four interrelated and overlapping critical case studies/stories which demonstrate the application, elasticity, and validity of Black emancipatory scholarship frameworks.

摘要

我们以美国教育研究协会 (AERA) 黑人教育研究委员会 (CORIBE) 的研究有效性原则为中心，并强调必须将最高优先级放在以下研究上：(A) 非洲传统（历史、文化和语言） ; (B) 霸权（例如使用学校教育/社会化和监禁）；(C) 公平（资金、教师质量、内容和技术获取）；(D) 有益实践（在各级教育中，从童年到老年）。我们展示了四个相互关联和重叠的关键案例研究/故事，它们展示了黑人解放奖学金框架的应用、弹性和有效性。