Discover how to give African American children the education they deserve with this updated new resource In the newly revised Third Edition of The Dreamkeepers: Successful Teachers of African American Children, distinguished professor Dr. Gloria Ladson-Billings delivers an encouraging exploration of the future of education for African American students. She describes eight exemplary teachers, all of whom differ in their personal style and methods, who share an approach to teaching that affirms and strengthens cultural identity. In this mixture of scholarship and storytelling, you'll learn how to create intellectually rigorous and culturally relevant classrooms that have the power to improve the lives of all children. This important book teaches: What successful teachers do, don't do, and what we can learn from them Why it's so important for teachers to work with the unique strengths each student brings to the classroom How to improve educational outcomes for African American children across the country. Perfect for teachers, parents, school leaders, and administrators, The Dreamkeepers will also earn a place in the libraries of school boards, professors of education, urban sociologists, and casual readers with an interest in issues of race and education.

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Cover -- Title Page -- Copyright -- Contents -- Foreword to the Third Edition -- Preface -- The Author -- Introduction -- Chapter 1 A Dream Deferred -- The Current Climate -- Separate Schools or Special Schooling? -- A Study of Effective Teaching for African Americans -- Chapter 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 -- Chapter 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 -- Chapter 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 -- Chapter 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 -- Chapter 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 -- Chapter 7 Making Dreams into Reality -- The Classroom Teacher's Power and Responsibility -- Motivating Teachers -- Changing Teaching Practices -- A Vision of a Culturally Relevant School -- Afterword -- We Got Bars -- Chad Martin -- Bakari Karamu -- Vinny Roberts -- Gemma Lowenstein -- F. Kemper -- Dahia Armstrong -- Frances Jennings -- Barry Moskowitz -- Jamal Richardson -- SAYS -- Where Are They Now? -- 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 -- Appendix B: Context -- Pinewood Community -- Pinewood City Schools* -- A Final Note About the Teachers -- Notes -- Index -- Discussion Questions -- EULA.