CHERYL S. AJIROTUTU is an Associate Professor of Anthropology at the University of Wisconsin-Milwaukee. She is Co-Principal Investigator of the African American Immersion Schools Evaluation Project. Her research focuses on the influences of culture in school and work settings. She has studied institutional and informal learning situations in public schools; the culture of work traditions, particularly in the use of indigenous technology; and language in society. Her research has been conducted and disseminated in publications in both the United States and West Africa. She is co-author of Traditional Technology in Nigeria.
A. WADE BOYKIN is a Professor and Director of the Graduate Program in the Department of Psychology at Howard University. He is also Co-Director of CRESPAR, the Center for Research on the Education of Students Placed at Risk. He has done extensive work in the areas of research methodology, the interface of culture, motivation, and cognition; black child development; and academic achievement in the American social context. He has published numerous research and theoretical journal articles and book chapters relevant to his interests. He is currently completing a book entitled The Psychology of African Americans' Experiences: An Integrity Based Perspective. Among his honors are a Spencer Fellow of the National Academy of Education and the Distinguished Scholar Award, American Educational Research Association, Committee on the Role and Status of Minorities.
EDGAR EPPS is Senior Professor in the Department of Educational Policy and Community Studies at the University of Wisconsin-Milwaukee and Marshall Field IV Professor of Urban Education Emeritus at the University of Chicago. He has served as a consultant to the U.S. Department of Education and various other
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Publication information: Book title: African-Centered Schooling in Theory and Practice. Contributors: Diane S. Pollard - Editor, Cheryl S. Ajirotutu - Editor. Publisher: Bergin & Garvey. Place of publication: Westport, CT. Publication year: 2000. Page number: 221.
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