African-Centered Schooling in Theory and Practice: by Diane S Pollard

By Diane S Pollard

Although faculties with an African-centered academic concentration have existed for over 2 hundred years, they've got in general been self sufficient associations. in the prior few years, the belief of incorporating an African and African-American cultural orientation in public colleges has been explored. This exploration has proceeded in a couple of methods: in Baltimore, MD, African-centered schooling was once instituted in chosen school rooms inside of an another way conventional college. In Milwaukee, and in different towns comparable to Detroit, MI, and Washington, DC, African-centered courses were carried out in chosen schools.

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Initially, many African Americans supported school desegregationefforts, viewing these possible avenues for improved educational opportunities. However, they may have underestimated the strength and intractability of European American resistance to sharing educational resources with African Americansas well astheir determination to maintain their positions of privilege in this society (Allen& Jewell, 1995). White resistance to desegregation took many forms. One was to remove whitechildren from public schools.

One group took advantage of these trends and proposed the establishment of a district composed of the central city schools populated predominantly by African Americans. Although this wouldessentially have been a “black” school district,there was little or no discussionof instituting an African-centered educational focus to these schools. This proposition was greeted with considerable controversy from many quarters. Although the proposal was not implemented, it did highlight the existence of this fairly large group of predominantly African American schools, andit suggested an alternative to thedesegregation modelthat had been dominant heretofore.

These efforts provide yet another precedent for the consideration of African American Immersion Schools in Milwaukee. The events leading to and including the establishment of the African American Immersion Schools can be summarized in terms of the threemajor issues identified in the Introduction. First, they represented both the continuation of African Americans’ historicalefforts to obtaina viable educationfor their children. However, the controversy surrounding their establishment, even within the African American community, illustrated that thiswas not a unified movement.

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