Introduction

Abstract

Taken in its entirety, this edited volume presents broad, sweeping perspectives on race culture, society, socialization and education. The topics are expansive and the analyses incisive. Various contributors to the volume earned doctoral degrees in education, human development, psychology, social work and sociology across four decades (1970s, 1980s, 1990s, 2000s). Despite the variety of disciplines, theoretical perspectives, methodological approaches and conclusions, there is an underlying coherence. This coherence derives in part from the authors' shared commitment to an holistic approach, which examines questions around educational achievement in relation to ecological, cultural, historical, political, economic, social and psychological contexts. In a word, these chapters embody an holistic approach to educational research, theory, practice and policy that is very much consistent with the Chicago School Tradition.To be sure, the studies in this volume raise far more questions than provide definitive answers concerning the perplexing problems of race, culture, inequality and education in America. The central importance of these studies and this volume may reside in their very ability to challenge established orthodoxies. By doing so, the studies published here provide a vital heuristic function. Certainly, there continues to be a pressing need for concerted efforts on research, theory, teaching/learning and policy fronts in order to achieve educational equity for African Americans and for other disenfranchised groups. To the extent that this volume fuels the dialogue and continues the quest, then our purpose of honoring Professor Edgar G. Epps, consummate scholar and important contributor to the Chicago School Tradition, has been well served.

Citation

Allen, W.R., Beale Spencer, M. and O'Connor, C. (2002), "Introduction", Allen, W.R., Beale Spencer, M. and O'Connor, C. (Ed.) African American Education: Race, Community, Inequality, and Achievement a Tribute to Edgar G. Epps (Advances in Education in Diverse Communities, Vol. 2), Emerald Group Publishing Limited, Leeds, pp. xix-xxvi. https://doi.org/10.1016/S1479-358X(02)80006-7