Browsing by Author "Kazembe, Lasana"

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    Adult Learning in the Urban Context: Community Engagement from the Voices of Four Adult Black Males
    (2020-09) Duff, Myron Carl, Jr.; Scheurich, James J.; Kazembe, Lasana; Merrill, Henry; Murtadha, Khaula
    The Loving Neighborhood was a very active ecosystem consisting of four communities (Capella, Carson, Midtown, and Summerville) that came together to form one larger community. Although the four neighborhoods’ ethnic makeup was about 30% Black, 30% Latino, and 30% White, the Carson community was predominantly Black. The Carson neighborhood had a very vibrant neighborhood association in which there were four adult Black males who actively participated in Carson’s economic and community development efforts. These men consistently attended neighborhood meetings, volunteered on community action committees, held community leadership positions, and participated regularly in local events. In order to understand the work of adult Black males who were seeking to improve the quality of life in a specific community context, this research sheds light on the “voices” of these four adult Black males as they attempted to foster neighborhood transformation by becoming more active in an Black urban community. It is imperative that the shared meanings of Black men be understood within the ecosystems in which they existed, emphasizing the importance of their conversations that addressed the needs of their communities. While previous research studies have explored adult learning and community engagement separately, these studies have failed to address how Black males could have helped Black communities in grassroots development efforts. Studies that have addressed these intersections could have provided valuable insight into why Black men became active in their communities, what they might have learned because of their community activism, how they remained motivated, and what skills they would have needed in order to effectively engage underserved neighborhoods. In response to this deficiency, this inquiry employed a critical approach to explore the importance of the unique voices of these four Black men as they participated in the transformation of their neighborhoods.
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    A Critical Race-Feminist Examination of the Influence of Prison, Jail, and School Institutions on the Perspectives of Black Middle School Girls and Their Formerly Incarcerated Single Mothers
    (2020-10) Jordan, Patricia Ann; Thompson, Chalmer; Scheurich, James; Kazembe, Lasana; Grommon, Eric
    This study explored the perspectives of Black mothers and daughters as they contemplated how two institutions ---schools and prisons/jails -- influenced their relationship with one another. As the incarceration rates for Black females increase in the U.S., examinations of these perspectives can produce insights about the impacts of schools and jails/prisons on the lives of these girls and women, and more pointedly, about the perceived contributions of racist and misogynistic forces on the Black mother-Black daughter relationship. Three pairs of mother-daughter dyads were selected and interviewed for the study. The daughters were Black middle school-aged girls between the ages 10 and 14, and the mothers were of varying ages. Two specific research questions centered on: (1) the participants’ perceptions of how these institutions have had an influence mother and daughter relationships, and (2) how they dealt with problems they faced either separately or together that were associated with school (for both participants in the dyad) and/or that resulted from the jail/prison experience (for the mother). Interviews were analyzed using phenomenological research methods and metaanalyzed from a critical feminist framework. Findings show that both mother and daughter have been resourceful in maintaining strong ties despite the array of forces that challenged these unions. Participants from both sides of these mothers and daughters dyads expressed how mothers’ parenting styles, lifestyle decisions, and self-perceptions were effected by the institutions of schooling and criminal justice. Although the findings of the study offered a glimpse of participants’ perspectives on racism and sexism as forces that influenced their experiences, the relationship issues between them were most prevalent. Further research is recommended to uncover more of the intricacies of sexism and racism as they relate to relationships and personal issues of Black, formerly incarcerated mothers and their pre-teen and teenaged daughters.
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    Internalized Racism and the Pursuit of Cultural Relevancy: Decolonizing Practices for Critical Consciousness with Preservice Teachers of Color
    (Taylor & Francis, 2021-04-05) Jackson, Tambra; Kazembe, Lasana; Morgan, Laryn
    In this article, we explore the need for decolonizing practices in teacher education for developing critical consciousness with preservice teachers of Color (PTOC). We assert that the development of critical consciousness for PTOC must include practices that specifically attend to their racialized experiences in the context of white spaces- their teacher preparation programs, the teaching profession, and society writ large- where they have been subjected to colonized paradigms of what it means to teach children of Color. We use culturally relevant/responsive teacher education to frame our discussion and place emphasis on the construct of critical consciousness.
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    Introduction to Lasana Kazembe & His Work
    (Center for Translating Research Into Practice, IU Indianapolis, 2021-02) Kazembe, Lasana
    Professor Kazembe briefly discusses his translational research project called "elev8te: Exploring Global Black Arts Movements". It is a literacy and creative arts program that introduces students to the cultural, historical, and political impact of (six) 20th century global Black Arts Movements.
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    Lasana Kazembe Project Introduction
    (Center for Translating Research Into Practice, IU Indianapolis, 2021-03-08) Kazembe, Lasana
    2020 IUPUI Center for Translating Research into Practice (TRIP) Annual Showcase.
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    The Living Tradition: Pedagogy, Arts Learning, and Liberatory Praxis
    (Center for Translating Research Into Practice, IU Indianapolis, 2021-02-26) Kazembe, Lasana
    Professor Lasana Kazembe’s translational research project is a literacy and creative arts program that introduces participants to the cultural, historical, and political impact of (six) 20th century global Black Arts Movements.