Date of Award

Spring 5-2-2012

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

African-American Studies

First Advisor

Dr. Jonathan Gayles

Second Advisor

Dr. Sarita K. Davis

Third Advisor

Dr. Karin Stanford

Abstract

As a culturally relevant alternative to traditional public school environments, Independent African Centered schools feature a particular type of culturally relevant pedagogy. This study explored the teachers’ and administrator’s perceptions and applications of African Centered pedagogy in an African Centered school. Interviews, observations and a document review served as the source of data for this study. This basic interpretive study utilized a qualitative research design to explore the perceptions and application of African Centeredness among the participants.

An analysis of the data revealed categories and themes related to the school’s mission and the participants’ perceptions and performance of African-centered pedagogy. Three general conclusions were drawn from the findings. Implications for theory, study limitations and recommendations for future research are provided.

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