Answer:
Step-by-step explanation:
This article considers the prospect of teaching black history as a form of black cultural empowerment. It lays out arguments in favor of such a view and then visualizes, with the help of Gramsci's theories of hegemony, an alternative view. A case study of one school system suggests that empowerment aspects of black history must compete against professional, organizational, and citizenship aspects of classroom practice. The article closes with speculative remarks about the likely degree of empowerment black history provides.
Journal Information
Current issues are now on the Chicago Journals website. Read the latest issue. The American Journal of Education seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship and to encourage a vigorous dialogue between educational scholars and policy makers. It publishes empirical research, from a wide range of traditions, that contribute to the development of knowledge across the broad field of education.
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