The Dreamkeepers

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Gloria Ladson-Billings. The Dreamkeepers

Table of Contents

Guide

List of Tables

List of Illustrations

Pages

THE DREAMKEEPERS. SUCCESSFUL TEACHERS OF AFRICAN AMERICAN CHILDREN

FOREWORD TO THE THIRD EDITION

Notes

PREFACE

Acknowledgments

THE AUTHOR

INTRODUCTION

Technology Take Over

Hip-Hop as a Hope—The Rise of Youth Culture

Notes

1 A Dream Deferred

The Current Climate

Separate Schools or Special Schooling?

A Study of Effective Teaching for African Americans

Notes

2 Does Culture Matter?

The Notion of Cultural Relevance

How Teachers See African American Students

A Group Profile of the Teachers Who Participated in the Study

Notes

3 Seeing Color, Seeing Culture

The Basics of Culturally Relevant Teaching

Teachers with Culturally Relevant Practices Have High Self-Esteem and a High Regard for Others

Teachers with Culturally Relevant Practices See Themselves as Part of the Community, See Teaching as Giving Back to the Community, and Encourage Their Students to Do the Same

Teachers with Culturally Relevant Practices See Teaching as an Art and Themselves as Artists

Teachers with Culturally Relevant Practices Believe that All Students Can Succeed

Teachers with Culturally Relevant Practices Help Students Make Connections Between Their Community, National, and Global Identities

Teachers with Culturally Relevant Practices See Teaching as “Digging Knowledge Out” of Students

Notes

4 We Are Family

We're All in This Together

The Teacher-Student Relationship in the Culturally Relevant Classroom Is Fluid and “Humanely Equitable”

Culturally Relevant Teaching Involves Cultivation of the Relationship Beyond the Boundaries of the Classroom

Teachers with Culturally Relevant Practices Are Careful to Demonstrate a Connectedness with Each of Their Students

Teachers with Culturally Relevant Practices Encourage a Community of Learners

Culturally Relevant Teaching Encourages Students to Learn Collaboratively and Expects Them to Teach Each Other and Take Responsibility for Each Other

Concluding Thoughts

Notes

5 The Tree of Knowledge

Culturally Relevant Conceptions of Knowledge

Culturally Relevant Teaching Views Knowledge as Something That Is Continuously Re-created, Recycled, and Shared

Culturally Relevant Teaching Views Knowledge Critically

Culturally Relevant Teaching Is Passionate About Knowledge

Culturally Relevant Teaching Helps Students Develop Necessary Skills

Finally, Culturally Relevant Teaching Sees Excellence as a Complex Standard That Takes Student Diversity and Individual Differences into Account

Concluding Thoughts

Notes

6 Culturally Relevant Teaching

The Focus on Literacy

Ann Lewis: A Literacy Revival

Julia Devereaux: “Gimme That Old-Time [Religion] Teaching”

Lewis versus Devereaux

Math in a Culturally Relevant Classroom

Telling Isn’t Teaching

Notes

7 Making Dreams into Reality

The Classroom Teacher’s Power and Responsibility

Motivating Teachers; Changing Teaching Practices

A Vision of a Culturally Relevant School

Notes

AFTERWORD. We Got Bars

Chad Martin

Bakari Karamu

Vinny Roberts

Gemma Lowenstein

F. Kemper

Dahia Armstrong

Frances Jennings

Barry Moskowitz

Jamal Richardson

SAYS5

Where Are They Now?

Notes

APPENDIX A: METHODOLOGY

Teacher Selection

Teacher Interviews

Classroom Observations

Collective Interpretation and Analysis

Self-Critique

Theoretical Considerations

A Basis of Concrete Experience

The Use of Dialogue

An Emphasis on Caring

An Emphasis on Personal Accountability

Notes

APPENDIX B: CONTEXT

Pinewood Community

Pinewood City Schools*

A Final Note About the Teachers

Note

INDEX

DISCUSSION QUESTIONS

Note

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THIRD EDITION

Gloria Ladson-Billings

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Although the 1960s produced a large body of literature on teaching the “disadvantaged”24 and the 1970s produced a body of literature about “effective schools,”25 none of it was aimed specifically at preparing teachers to meet the needs of African American students. Even today some of the more popular educational innovations, such as cooperative learning and whole-language approaches to literacy, were developed and refined to improve achievement among “disadvantaged” students. Unfortunately, the relationship of these practices to African American learners is rarely made clear.

Elizabeth Cohen, a Stanford University sociologist, is one of the pioneers in the research of cooperative or small-group learning. Although her work in designing such classroom structures has received critical acclaim throughout the educational community, its link to her early work in facilitating school desegregation in Northern California is rarely acknowledged.26

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