000			02029cam a2200277 4500500
005			20250121130153.0
041			_afre
042			_adc
100	1	0	_aSpeight Vaughn, Melissa _eauthor
700	1	0	_a King, Joyce E. _eauthor
700	1	0	_a Amado Cardoso, Ivanilda _eauthor
245	0	0	_aCollaborating with Black youth and families in the United States and Brazil: Africana heritage and community partnership for educational justice
260			_c2024.
500			_a100
520			_aIn this article three insurgent Black women educators use Black Studies research methods to interrogate their collaboration with Black youth and families in the United States and Brazil in the Guardians of Heritage, an Afrocentric education intervention focused on youth civic leadership, intergenerational data collection, and collective social problem solving. The article documents how this program, using community heritage knowledge, cultural expressions and resistance traditions and remote learning, builds youth’s transformative power, activism, and agency, providing participants with knowledge and skills to work together for educational justice, to overcome mis-education, structural racism, and inequity. African language concepts and words were used to convey pan-African peoples’ cultural unity and facilitate participants’ positive identification with a shared African consciousness.
690			_aBlack Studies research methods
690			_acollaborating with Black youth and families
690			_aAfrocentric education
690			_aAfricana heritage knowledge.
690			_aBlack Studies research methods
690			_acollaborating with Black youth and families
690			_aAfrocentric education
690			_aAfricana heritage knowledge.
786	0		_nLa revue internationale de l’éducation familiale | o 52 | 2 | 2024-03-13 | p. 65-92 | 1279-7766
856	4	1	_uhttps://shs.cairn.info/journal-la-revue-internationale-de-l-education-familiale-2023-2-page-65?lang=en&redirect-ssocas=7080
999			_c567247 _d567247