From great African nations like the Ancient Kemites, Akan and Gikuyu, the world witnessed the development of the most powerful social structures, governance systems, ground breaking innovations in science and technology, and systems of thought that still exist today. Hence, in looking at the low performance levels of Black students today, the question becomes, how do the descendants of those who created writing, mathematics, and science; and then in the face of episodic disruptions laid their lives on the line to read, write, and built public schools, Sabbath schools, and Historically Black Colleges and Universities, close the excellence gap between their actual performance and deeply rooted cultural expectations? The present study reviews the essential questions and proposed solutions for closing the excellence gap that have been offered by previous generations of scholars. Africana Studies methodological framing questions were used to examine the long-view experiences of African people as well as a three tier critical ethnographic research methods approach. The study revealed that Black students gained a level of excellence in the face of disruption through: (1) Collective Training, (2) Spiritual and Moral Balance, and (3) Content Mastery. The prerequisite for sustaining educational excellence was found to be in the individual roles female and male representatives play as the primary educators of Black children. Secondly, nurturing a sense of identity through a spiritual understanding of social order and moral responsibility to the collective is also a requirement. Nevertheless, what unites and emerges as the chief element is content mastery. The ability to retain and keep content through listening and reading; and present a level of mastery on that information through speaking, writing and action to solve problems, completes the reciprocal process of educational excellence. / African American Studies

Made available in DSpace on 2016-04-27T14:32:09Z (GMT). No. of bitstreams: 1 Suely Dulce de Castilho.pdf: 8861921 bytes, checksum: 8f2c05cbba94dd388d6c9085c3ea11ae (MD5) Previous issue date: 2008-03-07 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study is an effort to understand social and cultural relationships among a community of black families (from the black rural community Mata-Cavalo in Mato Grosso) and school education. This community is inserted in a rural context of slavery history and territory struggle. Through the ethnographic research, it approaches the community historical context and its social and economical conditions; it describes the main identity and cultural traces of the inhabitants of the community; it questions the concept of quilombo, attempting to clarify the contemporary definition of it, its different processes of producing and its ethnical identity keeping; it describes and analyses the rules of the familiar organization and structure, taking into account the cultural, historical and ethnical context of the family; it scans the school through its history and its conditions of structural, material and human performances (infra-structural conditions, pedagogical resources and the professionals respectively); it describes the produced knowledge under circulation in the school through the formal syllabus, and the syllabus under action the pedagogical practices of the teachers, the social and racial relations; it portraits the school biography of ten families, as well as their expectations and ways of investing in their children/grandchildren education; it attempts to understand the relationship between family and school in articulation to the family global conditions of living ethnically, historically, socially, educationally, economically, culturally as well as the school performance global conditions space, pedagogical activities, syllabus and pedagogical practices / Este estudo trata de compreender as relações de um grupo de famílias negras da comunidade negra rural de Mata-Cavalo - localizada no Estado de Mato Grosso - com a educação escolar. População esta inserida num contexto rural, com uma história pautada na escravidão e, na luta por reconhecimento de seu território. Por meio de pesquisa etnográfica, aborda o contexto histórico do grupo, sua condição socioeconômica. Descreve os principais traços identitários e culturais dos moradores da comunidade. Problematiza o conceito de quilombo, buscando aclarar a compreensão de quilombo contemporâneo, seus diferentes processos de geração e manutenção de sua identidade étnica. Descreve e analisa, igualmente, as regras que compõem a organização e a estruturação familiar, considerando seu conteúdo cultural, histórico e étnico. Perscruta a escola atentando à sua história, a suas condições de funcionamento estrutural (condições infra-estrutural), material (recursos pedagógicos) e humanos (os profissionais). Descreve os conhecimentos produzidos e em circulação na escola por meio do currículo formal, e do currículo em ação práticas pedagógicas das professoras, relações sociais e raciais. Retrata a biografia escolar de dez famílias, bem como suas expectativas e formas de investimento na escolarização de seus filhos/netos. Busca entender a relação família e escola em articulação com as condições globais de vida da família étnica, histórica, social, educacional, econômica, cultural; bem assim com as condições globais de funcionamento da escola espaço físico, material didático, currículo formal e práticas pedagógicas

Research shows that black people watch more television than any other race of people, and, given that television is the most influential media tool, the content of what may affect an audience’s behavior and beliefs deserves analysis. This study examines the black family, alleged pathology, strengths that are specifically associated with them, its portrayal on television, and how television is used as a tool for socialization and influence. A content analysis of the top thirty black family shows that appeared on major network television between 1980 and 2000 was conducted to determine if the family framed was portrayed realistically. Each show analyzed was found to portray some characteristic of strong black families, attributes some media and social critics had not previously recognized or acknowledged. This study suggests that further research is warranted from black family, cultural, and media scholars, as well as social policy and program makers, and on how television influences entire cultures to shift socially and economically.

[pt] O presente estudo teve como objetivo geral investigar sobre trajetórias de socialização e socialização étnico-racial em famílias negras brasileiras, abrangendo interações dos filhos e filhas no ambiente familiar e no espaço escolar, desde a infância até o fim da adolescência. Para tanto, o trabalho foi dividido em três grandes eixos temáticos: O Eixo 1 apresentou as famílias negras em contexto sócio histórico brasileiro, narrando a história e a trajetória de cada família entrevistada. O Eixo 2 discorreu sobre trajetórias de socialização e socialização étnico-racial no ambiente familiar e escolar, com foco na infância e na adolescência dos filhos/as participantes. O Eixo 3 abordou os projetos educativos das famílias para a prole, buscando compreender como os filhos/as vivenciaram na prática os projetos educativos elaborados pelos seus cuidadores. Foram realizadas entrevistas semiestruturadas com 10 famílias, composta por 10 díades (10 mães e 6 filhas e 4 filhos), mais 1 mãe que deu o seu relato, porém o filho não pode participar, totalizando 11 mães participantes. Para a obtenção dos resultados foi feita a análise de conteúdo (Bardin, 2016) e pelo software IRaMuTeQ. Nos resultados encontrou-se que o investimento parental de cuidado extra maternal foi necessário na trajetória de socialização da prole, com ajuda fundamental da rede de apoio, especialmente das avós, irmãs, tias e vizinhas. No geral, os ambientes de cuidado das famílias entrevistadas envolveram múltiplos cuidadores, com diversas pessoas funcionando como parceiros de interação. Porém, a figura materna continuou sendo a referência principal de cuidado com a prole, sendo a figura paterna fonte de apoio secundário, mas quase sempre ausente ou indisponível. As histórias compartilhadas destacaram a importância atribuída à escolha da escola que está diretamente relacionada com as vivências na escola, mas tais vivências fogem do controle dos projetos educativos das mães, como racismo, discriminação, bullying e preconceito. Acredita-se que essa pesquisa contribui significativamente para a literatura sobre famílias negras, trajetórias de socialização e socialização étnico-racial, porém, o estudo tem limitações, como a multiplicidade temática, e necessita ser ampliado e aprofundado. Entretanto, oferece valiosas contribuições para as áreas de psicologia clínica, social e do desenvolvimento, promovendo reflexões sobre as complexidades em torno das famílias negras e da socialização étnico-racial nesse núcleo. Sugere-se, ainda, que seu material possa ser utilizado como referência na construção de ferramentas teórico-práticas de intervenção clínica e social. / [en] The overall objective of this study was to investigate the socialization trajectories and ethnic-racial socialization in Brazilian Black families, encompassing children s interactions in the familial and school environments from early childhood to the end of adolescence. To this end, the work was structured around three main thematic axes: Axis 1 delves into Black families in the Brazilian socio-historical context, narrating the history and trajectory of each interviewed family. Axis 2 discusses socialization trajectories and ethnic-racial socialization within both the family and school environments, focusing on the childhood and adolescence of the participating children. Axis 3 approaches the families educational projects for their offspring, seeking to understand how the children experienced the educational projects drawn up by their caregivers in practice. Semi-structured interviews were conducted with 10 families, consisting of 10 mother-child dyads (10 mothers and 6 daughters and 4 sons), in addition to 1 mother who gave her account despite her son s inability to participate, totaling 11 participating mothers. The results were obtained using content analysis (Bardin, 2016) and the IRaMuTeQ software. The findings underscored the necessity of parental investment in extra-maternal care within the offspring s socialization trajectory, with fundamental support from the support network, particularly grandmothers, sisters, aunts, and neighbors. In general, the caregiving environments of the interviewed families involved multiple caregivers, with various individuals acting as interaction partners. However, the maternal figure remained the primary caregiver, whereas the paternal figure was the secondary one, although almost always absent or inaccessible. The narratives emphasized the importance of school selection, which is directly linked to the experiences at school – albeit such experiences are beyond the control of the mothers educational projects –, such as racism, discrimination, bullying, and prejudice. Despite limitations, such as the multiplicity of themes approached and the need for further expansion and depth, this research contributes significantly to the literature on Black families, socialization trajectories, and ethnic-racial socialization of Black children. Nonetheless, it also provides valuable contributions to the fields of clinical, social, and developmental psychology, promoting reflections on the intricate dynamics within Black families and the ethnic-racial socialization among this group. Furthermore, it is also suggested that this research can be used as a reference for the construction and development of theoretical and practical tools for both clinical and social intervention.

This study is an endeavour to demonstrate the applicability of constructivist epistemology in different contexts. The black family is presented as one of such contexts. The study is further a demonstration of the role of a symptom as part of a recursive process of interaction in the context of a black family. It reflects an orientation rooted in cybernetics, ecology and systems theory. Therapy is presented as a context through which the therapist becomes incorporated and, therefore, adopting and speaking the language of the family's particular form of symptomatic communication in order to engender change. A literature study presenting a conceptual framework is presented. A case study presenting the research data is presented. Transcripts from video-taped sessions with the family are presented in the addendum. The implications of constructivist framework for the field of family therapy in the context of a black family are, therefore, outlined. / Social work / M.A. (Mental Health)

This study is an endeavour to demonstrate the applicability of constructivist epistemology in different contexts. The black family is presented as one of such contexts. The study is further a demonstration of the role of a symptom as part of a recursive process of interaction in the context of a black family. It reflects an orientation rooted in cybernetics, ecology and systems theory. Therapy is presented as a context through which the therapist becomes incorporated and, therefore, adopting and speaking the language of the family's particular form of symptomatic communication in order to engender change. A literature study presenting a conceptual framework is presented. A case study presenting the research data is presented. Transcripts from video-taped sessions with the family are presented in the addendum. The implications of constructivist framework for the field of family therapy in the context of a black family are, therefore, outlined. / Social work / M.A. (Mental Health)

This study on “Some Gendered Practices in a Zulu Family: A Feminist Perspective” investigated gender bias, gender inequality, and gender stereotypes as seen in daily gendered practices happening within the Zulu family. The practises examined are confined to the domain of the Zulu culture, particularly the Zulu marriage. The four main research questions put surveillance on how married women are restricted to move freely on the premises of their own homes; how women can unhappily find themselves in a polygamous marriage; how a wife’s dignity can be denigrated due to a man’s lack of understanding of her body anatomy; how she can be denied equal status with her husband due to certain cultural beliefs and conceptions. In the face of inevitable change that influences human behaviour, this study sought to show that the Zulu nation, particularly men, find it difficult to easily and speedily accept that culture and tradition are subject to change. The study attempted to establish whether there is any improvement on gender transformation or not, especially within the context of the current endeavours by the South African government to ensure that there is no gender discrimination by having female representativeness in all spheres of government. Progress has been made with regard to fair representation of women in political and decision-making positions in all spheres of government. The country is currently rated 7th in the world in terms of representation of women in legislature. http://www.buanews.gov.za/rss/08/08120715451006-5/11/2012 Throughout the analysis and interpretation of both the statistical and qualitative data, I critiqued the data to establish whether the gender transformation ideal is being achieved in the Zulu family or not. Radical feminism, the theory through which this study was conducted, has helped to show that Zulu women are still disadvantaged and oppressed due to social machinations that are essentially invented by patriarchal men. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2012.

<p dir="ltr">This dissertation analyzes the sixty-four (64) page handwritten ledger of Mrs. Goldleana Harris (also known as Mrs. Mosley Abraham Gibbs, 1920–1986), kept between 1944 and 1960. Harris is a Black woman born in Longstreet, Louisiana DeSoto Parish. She lived in Shreveport, Louisiana from 1949–1986. Using a case study approach and close reading analysis of Mrs. Goldleana’s writings, I document a Black woman’s lived experience and the historical significance of Hollywood, a segregated Black neighborhood in Shreveport, Louisiana and related gathering spaces within the Deep South region of the United States between 1944 and 1960. These spaces include five areas of significant and overlapping importance: The Family House, The School House, The Church House, The Labor (Work) House, & The Play (Leisure) House. </p>

The aim of this study was to investigate the causes of learner dropout in secondary schools around Johannesburg South, Gauteng Province. Twenty-seven participants from three secondary schools in Orange Farm area were purposively sampled for the study. A qualitative design was used. In-depth interviews were conducted to collect data to allow the researcher a platform to ask open-response questions and to explore the participants’ perspectives about the causes of learner dropout. The data was analysed thematically by carefully identifying and describing significant themes that emerged from educators, learners, parents, SGB chairpersons and principal’s responses to interview questions. The study revealed that teenage pregnancy, lack of parental involvement, substance abuse and peer pressure, among others, were the causes of learner dropout. The study recommends that schools put more efforts on abstinence programs, sex education and the use of contraceptives such as condoms, pills and injectables; training of educators on the management of drugs and pregnancy, and resuscitation of extra-mural activities. Recommendations for further research were made. / Inclusive Education / M. Ed. (Inclusive Education)

The aim of this study was to investigate the causes of learner dropout in secondary schools around Johannesburg South, Gauteng Province. Twenty-seven participants from three secondary schools in Orange Farm area were purposively sampled for the study. A qualitative design was used. In-depth interviews were conducted to collect data to allow the researcher a platform to ask open-response questions and to explore the participants’ perspectives about the causes of learner dropout. The data was analysed thematically by carefully identifying and describing significant themes that emerged from educators, learners, parents, SGB chairpersons and principal’s responses to interview questions. The study revealed that teenage pregnancy, lack of parental involvement, substance abuse and peer pressure, among others, were the causes of learner dropout. The study recommends that schools put more efforts on abstinence programs, sex education and the use of contraceptives such as condoms, pills and injectables; training of educators on the management of drugs and pregnancy, and resuscitation of extra-mural activities. Recommendations for further research were made. / Inclusive Education / M. Ed. (Inclusive Education)