Download e-book for iPad: African-Centered Schooling in Theory and Practice: by Diane S Pollard

By Diane S Pollard

ISBN-10: 0585393419

ISBN-13: 9780585393414

ISBN-10: 0897897285

ISBN-13: 9780897897280

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

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Thus, despite thefact that African Americans who migrated to Milwaukee wereeconomically betteroff than if they had remained in the South, their positionwas always precarious. 26 Implementing AfricanCentered Schools In the1920s, Milwaukee was a forerunner in nationalpolicy by being the first city in the nation offer to low-income housing projects. However, blacks werenot allowed to participate in this innovation. By the mid-l920s, the Milwaukee Real Estate Association had organized to establish a “blackbelt” to contain its growing African American population to two wards in thecity.

This trend is counterbalanced by the steady increase in the numbers of African American and other students of color noted earlier in thischapter. The lack of availableAfrican American teachers in schools in general, and particularly in schools in which African American students predominate,is important in at least two ways. First, African American teachers have often served as role models and parent surrogatesfor African American students. Second, they often bringto their classrooms beliefs in the efficacy of African American children, an ability to communicate with them, and the use of culturally relevant pedagogical strategies (King, 1993).

Thesedifferences in achievement were attributed to the school district‘s failure to meet African American and other students of color’s educational 28 , AfricanCentered Implementing Schools needs. The school systemwas further criticized for having asystem of neighborhood schools that did notmeet the needs of the neighborhoodsthey served and for ignoring the culturaldiversity of its clients. Although this report calledfor a major reduction in theracial isolation African Americanand other studentsof color experienced,many of the recommendations from theAcademy for Educational Development‘s study foreshadowed the concerns underlying the establishment of the African American Immersion Schools almost three decades later.

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


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