On Objects and Voices: Material Culture and Oral History in the Case of Shule Ya KujitambuaMain MenuOn Objects and VoicesFront page and 'About this Project'Brief Overview of The History of African-Centered EducationHistorical context of African Centered EducationCouncil of Independent Black InstitutionsAfrican Centered Education in OberlinShule Ya KujitambuaMaterial Culture and Oral History: Theory and ReflectionBibliographyAcknowledgements
"It's in your life. I mean, you just mix it in": Interview with Phyllis Yarber
12020-04-04T13:50:57+00:00Ella Murrayaa4992cda402c9694497d0fc2b7db3de8a1dc8e9211Interview with Phyllis Yarber explaining how the Shule influenced her home life.plain2020-04-04T13:50:57+00:00February 5, 2020Interview done by Phyllis Yarber and Ella MurrayElla Murrayaa4992cda402c9694497d0fc2b7db3de8a1dc8e9
This page has paths:
1media/Screen Shot 2020-03-11 at 3.01.12 PM.png2020-04-12T15:00:36+00:00Ella Murrayaa4992cda402c9694497d0fc2b7db3de8a1dc8e9Image IndexElla Murray3structured_gallery20072020-04-19T17:04:11+00:00Ella Murrayaa4992cda402c9694497d0fc2b7db3de8a1dc8e9
1media/Screen Shot 2020-03-10 at 8.19.33 PM.png2020-04-05T16:29:10+00:00Image Index18structured_gallery2020-04-07T01:13:35+00:00
Images
Interview Excerpts
1media/Screen Shot 2020-03-11 at 1.32.22 PM.png2020-03-11T18:15:36+00:00Family6plain2020-04-19T16:18:58+00:00African centered schools rely on a family model to drive education. They focus on this model because in public schools “the black nuclear and extended family as well as the Black community, are no longer galvanized around a common set of values, goals, and guiding principles as they once were.” By re-centering the family, African centered schools are able to draw the family and the community back in. referencing traditional forms of education. Teachers treat their students as their children, and encourage their students to treat their teachers as parents. By navigating the institution as a family, students and teachers are deeply embedded within the Shule. Pauline Lipman explains that “smaller, family like groupings” benefit students of color because they decrease anonymity and increase aims for shared goals as well as increase teacher-student empathy.”
