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Afrocentric Teacher-Research: Rethinking Appropriateness and Inclusion reports on a qualitative teacher-research study that examines the ways in which African American and other students perform expository writing tasks using an Afrocentric Ebonics-focused first-year writing curriculum. Foundational to the book is a study of twenty-one student-writers and one writing classroom employing an Afrocentric Ebonics-based curriculum. Further, this book conceptualizes a theory of Afrocentric teacher-research that includes all students in addition to African Americans, and positions teacher-research as a methodology that not only transforms classroom practices, but also transforms disciplinary practices by urging rhetoric and composition teachers and scholars to revise the way that we study Afrocentric pedagogies and Ebonics-based linguistic practices.
«In this book, Perryman-Clark [...] pushes our notions about what might constitute a common approach into a fresh new space by putting an Afrocentric worldview at the center of a writing curriculum that teaches students to value 'all' languages and language practices. [...] This is important, forward-thinking scholarship that all teachers, administrators and graduate teachers should take seriously.» (Malea Powell, 2012 Chair, Conference on College Composition & Communication; Associate Professor of Writing, Rhetoric & American Cultures, Michigan State University)