AkotoA. (1994). Notes on an Afrikan-centered pedagogy. In ShujaaM. J. (Ed.), Too much schooling, loo little education: A paradox of Black life in White societies (pp. 319–337), Trenton, NJ: Africa World Press.
2.
AldridgeD. P. (1992). Womanist issues in Black studies: Towards integrating Africana women into Africana studies. The Afrocentric Scholar, 1, 1167–1182.
3.
Alkalimat A, & Associates. (1986). Introduction to Afro-American studies.Chicago: Twenty-First Century.
4.
Alkalimat A., & Associates. (1990). Paradigms in Black studies.Chicago: Twenty-First Century.
5.
AllenR. (1974). Politics of the attack on Black studies. Black Scholar, 6, 2–7.
6.
AppleW. (1979). The ideology and curriculum.New York: Routledge & Kegan Paul.
7.
ArmahA. K. (1979). Two thousand seasons.Chicago: Third World Press.
8.
AsanteM. (1991). Kemet, Afrocentricity, and knowledge.Trenton, NJ: African World Press.
9.
BanksJ. A. (1988). Ethnicity, class, cognitive, and motivational styles: Research and teaching implications. Journal of Negro Education, 57, 452–466.
10.
BellY. R. (1994). A culturally sensitive analysis of Black learning style. The Journal of Black Psychology, 20, 47–61.
11.
BellY. R.McGraw-BurrellR. (1988). Culturally-sensitive and traditional methods of task presentation and learning performance in Black children. The Western Journal of Black Studies, 12, 187–193.
12.
BlackwellJ. (1991). Black community: Diversity and clarity.New York: HarperCollins.
13.
BondH. M. (1934). The education of the Negro in the American social order.New York: Octagon Books. (Original work published 1966).
14.
BoykinA. W. (1978). Psychological/behavioral verve in academic/task performance: Pre-theoretical considerations. The Journal of Negra Education, 4, 343–354.
15.
BoykinA. W.AllenB. A. (1988). Rhythmic-movement facilitation of learning in working-class Afro-American children. Journal of Genetic Psychology, 149, 335–348.
16.
ChapmanA. (1972). New Black voices.New York: Mentor Books.
17.
CollinsP. H. (1990). Black feminist thought.New York: Routledge.
18.
ColonA. K. (1984). Critical issues in Black studies. Journal of Negro Education, 53, 268–277.
19.
CooperB. L. (1979). Music: An untapped resource for teaching Black history. Journal of Negro Education, 48, 20–38.
20.
CooperG. C. (1981). Black language and holistic cognitive style, The Western Journal of Black Studies, 5, 201–207.
21.
CooperJ.MueckR. (1990). Student involvement in learning: Cooperative learning and college instruction. In GoodsellA.MaherM.TintoV. (Eds.), Collaborative learning: A source book for higher education (pp. 68–74). University Park, PA: National Center on Post Secondary Teaching, Learning & Assessment.
22.
CumminsJ. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56, 1, 18–36.
23.
Du BoisW.E.B. (1903). The souls of Black folk.New York: Vintage. (Original work published 1990).
24.
FosterM. (1990). The politics of race: Through the eyes of African-American teachers. Journal of Education, 172, 123–141.
25.
FranklinV. P. (1984). Black self-determination: A cultural history of the faith of the fathers.Westport, CT: Lawrence Hill.
26.
FranklinJ. H. (1990). From slavery to freedom.New York: McGraw-Hill.
27.
FreireP. (1970). Pedagogy of the oppressed.New York: Herder & Herder.
28.
GiddingsP. (1984). When and where I enter.New York: Quill.
29.
GoodsellA.MaherM.TintoV. (Eds.). (1992). Collaborative learning: A source book for higher education.University Park, PA: National Center on Post Secondary Teaching, Learning & Assessment.
30.
GordonB. M. (1982). Towards a theory of knowledge acquisition for Black children. Journal of Education, 164, 90–108.
31.
GordonB. M. (1990). The necessity of African-American epistemology for educational theory and practice. Journal of Education, 172, 88–106.
32.
Hale-BensonJ. E. (1982). Black children: Their roots, culture, and learning styles (Rev. ed.). Baltimore, MD: Johns Hopkins University Press.
33.
HallP. (1991). Beyond Afrocentrism: Alternatives for African American studies. Western Journal of Black Studies, 15, 207–212.
34.
HineD. (1991). The Black studies movement: Afrocentric-traditionalist-feminist paradigms for the next stage. Black Scholar, 22, 11–18.
35.
HooksB. (1994). Teaching to transgress: Education as the practice of freedom.New York: Routledge.
36.
HyattM.SandersC. (1984). Film as a medium to study the twentieth-century Afro-American experience. Journal of Negro Education, 53, 161–172.
37.
JamesJ.FannerR. (Ed.). (1993). Spirit, space & survival African American women in the academe.New York: Routledge.
38.
KarengaM. (1988). Black studies and the problematic of paradigm: The philosophical dimension. Journals of Black Studies, 18, 395–414.
39.
KemberD.CowL. (1994). Orientations to teaching and their effect on the quality of student learning. Journal of Higher Education, 65, 58–74.
40.
KershawT. (1990). The emerging paradigm in Black studies. In AndersonT. (Ed.), Black studies: Theory, method, and cultural perspectives (pp. 16–24). Pullman: Washington State University Press.
41.
KingE. J. (1991). Dysconscious racism: Ideology, identity, and the miseducation of teachers. Journal of Negro Education, 60, 133–146.
42.
KingE. J.WilsonT. L. (1990). Being the soul-freeing substance: A legacy of hope in Afro humanity. Journal of Education, 172, 9–27.
43.
Ladson-BillingsG.HenryA. (1990). Burning the borders: Voices of African liberatory pedagogy in the United States and Canada. Journal of Education, 172, 72–88.
44.
LeeM. W. (1986). The match: Learning styles of Black children and microcomputer programming. Journal of Negro Education, 55, 78–90.
45.
LeeC. D. (1992). Profile of an independent Black institution; African-centered education at work. Journal of Negro Education, 61, 160–177.
46.
LeeC. D. (1994). African-centered pedagogy: Complexities and possibilities. In ShujaaM. J. (Ed.), Too much schooling, too little education: A paradox of Black life in White societies (pp. 295–318). Trenton, NJ: Africa World Press.
47.
LeeC. D.LomoteyK.ShujaaM. (1990). How shall we sing our sacred song in a strange land? The dilemma of double consciousness and the complexities of an African-centered pedagogy. Journal of Education, 172, 45–61.
48.
MacGregorJ. T. (1992). Collaborative learning: Reframing the classroom. In GoodsellA.MaherM.TintoY. (Eds.), Collaborative learning: A source book for higher education (pp. 37–40). University Park, PA: National Center on Post Secondary Teaching, Learning & Assessment.
49.
MarableM. (1986). Black studies: Marxism and the Black intellectual tradition. In OilmanB.VernoffE. (Eds.), The left academy: Marxist scholarship on American campuses (Vol. 3, pp. 35–66). Westport, CT: Praeger.
50.
McCarthyC. (1990). Multicultural education, minority identities, textbooks, and the challenge of curriculum reform. Journal of Education, 172, 118–129.
51.
McWorterG. A.BaileyR. (1984). Black studies curriculum development in the 1980s: Its patterns and history. Black Scholar, 15, 18–31.
52.
MeyersL. J. (1992). Optimal theory and the philosophical and academic origins of Black studies. The Afrocentric Scholar, 1, 118–129.
53.
MicklerM. L.ZippertC. P. (1987). Teaching strategies based on learning styles of adult students. Community Junior College Quarterly of Research and Practice, 11, 33–37.
54.
PowellC. T. (1991). Rap music: An education with a beat from the streetJournal of Negro Education, 60, 245–259.
55.
ShakurA. (1987). Assata: The autobiography of Assata Shakur.Chicago: Lawrence Hill.
56.
ShorI. (1986). Equality is excellence: Transforming teacher education and the learning process. Harvard Educational Review, 56, 406–426.
57.
ShujaaM. (Ed.). (1994). Too much schooling, too little education: A paradox of Black life in White societies.Trenton, NJ: Africa World Press.
58.
SmithB. L.MacGregorJ. T. (1992). What is collaborative learning? In GoodsellA.MaherM.TintoV. (Eds.), Collaborative learning: A source book for higher education (pp. 9–22). University Park, PA: National Center on Post Secondary Teaching, Learning & Assessment.
59.
StewartJ. B. (1992). Reaching for higher ground: Toward an understanding of Black/Africana studies. The Afrocentric Scholar, 1, 1–63.
60.
SwartzE. (1993). Multicultural education: Disrupting patterns of supremacy in school curricula, practices, and pedagogy. Journal of Negro Education, 62, 493–506.
61.
TreismanU.FulliloveR. E. (1990). Mathematics achievement among African American undergraduates at the University of California, Berkeley: An evaluation of the mathematics workshop program. Journal of Negro Education, 59, 463–478.
62.
VasquezJ. A.WainsteinN. (1990). Instructional responsibilities of college teachers to minority students. Journal of Negro Education, 59, 599–610.
63.
WillisM. G. (1989). Learning styles of African American children: A review of the literature and interventions. The Journal of Black Psychology, 16, 47–65.
64.
WitkinH. A. (1976). Cognitive style in academic performance and in teacher-student relations. In MessickS. (Ed.), Individuality in learning (pp. 38–72). San Francisco: Jossey-Bass.
65.
WoodsonC. G. (1933). The miseducation of the Negro.New York: AMS Press. (Original work published 1977).
66.
WoodyardJ. L. (1991). Evolution of a discipline: Intellectual antecedents of African American studies. Journal of Black Studies, 22, 239–251.