Enter to Learn, Depart to Serve
The Application of the Kufundisha Pedagogical Model at a Historically Black College
Bibliographic Data
| ID | 11062637 |
|---|---|
| Authors | Monica M White (corresponding author) |
| Year | 2003 |
| Volume | 31 |
| Issue | 4 |
| Pages | 383 |
| Publication date | 2003-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teaching Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0092-055X • E-ISSN: 1939-862X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/3211364 |
| OpenAlex | W2323502287 |
| Language | EN |
| Citations received | 2 |
| References cited | 4 |
This essay discusses my experiences teaching an undergraduate social theory course at a historically black college. Kufundisha is a culturally sensitive teaching model initially designed for teaching Black Studies. As a pedagogical model, Kufundisha pays particular attention to social characteristics of the student population and frames the discussion of the teaching-learning process, especially around educating students to critically analyze their social reality in ways that are empowering and liberatory. The components of the model, specific social theory course assignments, and student reactions are discussed. This model encourages the creation of an emancipatory educational environment that allows students to become active participants in their own learning experience
Higher education · Mathematics education · Pedagogy · Political science · Sociology · Critical Race Theory in Education · Innovative Teaching Methodologies in Social Sciences · Psychology · Race, History, and American Society
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,1 |
| Citation span | 2006 - 2012 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |