W.E.B. Du Bois
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W.E.B. Du Bois was the first African American to earn a PhD from Harvard University. He faced little racial discrimination growing up but faced greater challenges as he pursued higher education, becoming the first African American valedictorian of his high school and earning advanced degrees from Fisk University, Harvard, and the University of Berlin. Du Bois emphasized the importance of developing talented African American leaders through education to guide social progress. In his study The Philadelphia Negro, Du Bois sought to prove that social conditions rather than race caused negative perceptions of African Americans. He stressed the impact of teachers and education in empowering African Americans and promoting better race relations.
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Well, if one really wishes to know how justice is administered in a country,
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What we need to counteract the three, four hundred years of colonial
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126 | Paul Ortiz
Kalfou | VOLUME 3 | ISSUE 1 | SPRING 2016
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The document summarizes research showing that affirmative action can negatively impact students who receive large admissions preferences, including those based on race. Specifically, these students tend to earn poor grades, have lower graduation rates, change out of difficult majors, self-segregate, and struggle on licensing exams. However, when matched students attend less selective schools where their academic credentials are closer to the average, their outcomes improve substantially. The research suggests affirmative action may unintentionally harm the very students it aims to help by placing them in environments where they are likely to struggle academically.
The Root
The document discusses the need to address racial inequities in education directly rather than avoiding the root causes. It presents statistics showing disparities between black and white students in areas like suspension rates, test scores, graduation rates, and poverty levels. The document argues that the purpose of education needs to shift from a focus on global competitiveness to providing students with skills to question assumptions and intervene to create a more just world. It advocates for teacher preparation, curriculum, and school design that incorporates social-emotional learning, culturally responsive teaching, historical literacy, and project-based learning to transform education outcomes for students.
Jane Addams Socialized Education
Jane Addams was a pioneering social reformer who co-founded Hull House, a settlement house in Chicago, in 1889. She believed education should be socialized and relevant to students' lives to produce engaged democratic citizens. At Hull House, she implemented educational programs for immigrants, children, adolescents and adults that incorporated social and cultural experiences. Addams viewed schools as social centers that should provide broad experiences to prepare students for life in industrial society. Her work demonstrated that education occurs both inside and outside the classroom through community engagement.
146 EducationBenjamin R. Barber is the Gershon and Carro.docx
146 * Education
Benjamin R. Barber is the Gershon and Carrol Kekst Professor of Civil
Society at the University of Maryland. He has written numerous schol
arly and popular books which consistently explore the issues ofpolitics,
education, democracy, community, and citizenship. He regularly con
tributes to the Atlantic Monthly, the New York Times, and Harper s,
where the following argument appeared in 1993. An educational and
political progressive, in the traditional sense of the term, Barber’s main
concern is with .sustaining a healthy democracy. His best known hook is
An Aristocracy of Even'one, in which he argues for fundamental changes
in the ways Americans view the role of education in sustaining political
and social life.
Benjamiti R. Barber
America Skips School
On September 8, the day most of the nation’s children were scheduled
to return to school, the Department of Education Statistics issued a re
port, commissioned hy Congress, on adult literacy and numeracy in
the United States. The results? More than 90 million adult Americans
lacked simple literacy. Fewer than 20 percent of those surveyed cordd
compare two metaphors in a poem; not 4 percent could calculate the
cost of carpeting at a given price for a room of a given size, using a cal
culator. As the DOE report was being issued, as if to echo its findings,
two of the nation’s largest school systems had delayed their openings;
in New York, to remove asbestos from aging buildings; in Chicago, be
cause of a battle over the budget.
Inspired by the report and the delays, pundits once again began
chanting the familiar litany of the education crisis. We’ve heard it all
many times before: 130,000 children bring guns along with their pen
cils and books to school each morning; juvenile arrests for murder in
creased by 85 percent from 1987 to 1991; more than 3,000 youngsters
will drop out today and every day for the rest of the school year, until
about 600.000 are lost by June—in many urban schools, perhaps half
the enrollment. A lot of the dropouts will end up in prison, which is a
surer bet for young black males tlian college; one in four will pass
through the correctional system, and at least two out of three of those
wall be dropouts.
R. Barbek America Skip.s School • 147
In quiet counterpoint to those staggering facts is another set of
statistics: teachers make less than accountants, architects, doctors,
lawyers, engineers, judges, health professionals, auditors, and survev-
ors. They can cam higher salaries teaching in Berlin, Tokyo. Ottawa,
or Amsterdam than in New York or Chicago. American children are in
school only about 180 days a year, as against 240 days or more for
children in Europe or Japan. The richest school districts (school fi
nancing is local, not federal) spend twice as much per student as
poorer ones do. The poorer ones seem almost beyond help; children
with venereal disease or AIDS (2.5 million adolescents annuallv con
trac ...
Presumed Incompetent: The Intersections of Race and Class for Women in Academia
Presumed Incompetent is a path-breaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. http://www.amazon.com/Presumed-Incompetent-Intersections-Class-Academia/dp/0874219221
2MULTICULTURAL EDUCATION SERIESJAMES A. BANKS, S.docx
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Classroom, 2nd Edition
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Global Migration, Diversity, and Civic Education: Improving Policy and Practice
JAMES A. BANKS, MARCELO SUÁREZ-OROZCO, AND MIRIAM BEN-PERETZ,
EDS.
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Official Knowledge in Education
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Human Rights and Schooling: An Ethical Framework for Teaching for Social
Justice
AUDREY OSLER
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Education
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WOODBURY, AND NICOLE LOUIE, EDS.
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Race, Empire, and English Language Teaching: Creating Responsible and Ethical
Anti-Racist Practice
SUHANTHIE MOTHA
Black Male(d): Peril and Promise in the Education of African American Males
TYRONE C. HOWARD
LGBTQ Youth and Education: Policies and Practices
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ZEUS LEONARDO
Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity
Gap
PAUL C. GORSKI
Class Rules: Exposing Inequality in American High Schools
PETER W. COOKSON JR.
Teachers Without Borders? The Hidden Consequences of International Teachers in
U.S. Schools
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GILBERTO Q. CONCHAS AND JAMES DIEGO VIGIL
Americans by Heart: Undocumented Latino Students and the Promise of Higher
Education
WILLIAM PÉREZ
Achieving Equity for Latino Students: Expanding the Pathway to Higher Education
Through Public Policy
FRANCES CONTRERAS
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Schools
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Asians in the Ivory Tower: Dilemmas of Racia ...
2MULTICULTURAL EDUCATION SERIESJAMES A. BANKS, S.docx
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The Mis-Education of the NegrobyCarter Godwin Woodson,.docx
The Mis-Education of the Negro
by
Carter Godwin Woodson, Ph.D.
First published in 1933 in
Washington, D.C. by Associated Publishers
The contents herein is the same as the 1933 Associated Publishers edition, except for the capitalization of
‘Black’, and ‘Negro’; the converting of ‘tribe’ to ‘group’, and the correction of a few grammatical errors,
edited by JPAS editor Itibari M. Zulu. Second, in this exercise, we also recognize a need for gender
balance or neutrality in the phraseology of the author, therefore we ask readers to consider the historical
and social context of this in any analysis, and thus acknowledge that this work should open a door for a
full critical and scholarly analysis of this historic book.
Contents
Foreword 2
Preface 3
The Seat of the Trouble 5
How We Missed the Mark 9
How We Drifted Away from the Truth 12
Education Under Outside Control 15
The Failure to Learn to Make a Living 21
The Educated Negro Leaves the Masses 27
Dissension and Weakness 31
Professional Educated Discouraged 36
Political Education Neglected 40
The Loss of Vision 45
1
The Mis-Education of the Negro by Carter Godwin Woodson
The Journal of Pan African Studies: 2009 eBook
The Need for Service Rather Than Leadership 52
Hirelings in the Places of Public servants 56
Understand the Negro 62
The New Program 67
Vocational Guidance 72
The New Type of Professional Man Required 80
Higher Strivings in the Service of the Country 83
The Study of the Negro 87
Appendix 88
Foreword
The thoughts brought together in this volume have been expressed in recent addresses and
articles written by the author. From time to time persons deeply interested in the point of view
therein presented have requested that these comments on education be made available in book
form. To supply this demand this volume is given to the public. In the preparation of the volume
the author has not followed in detail the productions upon which most of the book is based. The
aim is to set forth only the thought developed in passing from the one to the other. The language
in some cases, then, is entirely new; and the work is not a collection of essays. In this way
repetition has been avoided except to emphasize the thesis which the author sustains.
Carter Godwin Woodson
Washington, D. C.
January, 1933.
2
The Mis-Education of the Negro by Carter Godwin Woodson
The Journal of Pan African Studies: 2009 eBook
Preface
Herein are recorded not opinions but the reflections of one who for forty years has participated in
the education of the Black, brown, yellow and white races in both hemispheres and in tropical
and temperate regions. Such experience, too, has been with students in all grades from the
kindergarten to the university. The author, moreover, has traveled around the world to observe
not only modern school systems in various countries but to study the special systems set up by
private agencies and governments to educate the natives in their colo.
The Mis-Education of the NegrobyCarter Godwin Woodson,.docx
The Mis-Education of the Negro
by
Carter Godwin Woodson, Ph.D.
First published in 1933 in
Washington, D.C. by Associated Publishers
The contents herein is the same as the 1933 Associated Publishers edition, except for the capitalization of
‘Black’, and ‘Negro’; the converting of ‘tribe’ to ‘group’, and the correction of a few grammatical errors,
edited by JPAS editor Itibari M. Zulu. Second, in this exercise, we also recognize a need for gender
balance or neutrality in the phraseology of the author, therefore we ask readers to consider the historical
and social context of this in any analysis, and thus acknowledge that this work should open a door for a
full critical and scholarly analysis of this historic book.
Contents
Foreword 2
Preface 3
The Seat of the Trouble 5
How We Missed the Mark 9
How We Drifted Away from the Truth 12
Education Under Outside Control 15
The Failure to Learn to Make a Living 21
The Educated Negro Leaves the Masses 27
Dissension and Weakness 31
Professional Educated Discouraged 36
Political Education Neglected 40
The Loss of Vision 45
1
The Mis-Education of the Negro by Carter Godwin Woodson
The Journal of Pan African Studies: 2009 eBook
The Need for Service Rather Than Leadership 52
Hirelings in the Places of Public servants 56
Understand the Negro 62
The New Program 67
Vocational Guidance 72
The New Type of Professional Man Required 80
Higher Strivings in the Service of the Country 83
The Study of the Negro 87
Appendix 88
Foreword
The thoughts brought together in this volume have been expressed in recent addresses and
articles written by the author. From time to time persons deeply interested in the point of view
therein presented have requested that these comments on education be made available in book
form. To supply this demand this volume is given to the public. In the preparation of the volume
the author has not followed in detail the productions upon which most of the book is based. The
aim is to set forth only the thought developed in passing from the one to the other. The language
in some cases, then, is entirely new; and the work is not a collection of essays. In this way
repetition has been avoided except to emphasize the thesis which the author sustains.
Carter Godwin Woodson
Washington, D. C.
January, 1933.
2
The Mis-Education of the Negro by Carter Godwin Woodson
The Journal of Pan African Studies: 2009 eBook
Preface
Herein are recorded not opinions but the reflections of one who for forty years has participated in
the education of the Black, brown, yellow and white races in both hemispheres and in tropical
and temperate regions. Such experience, too, has been with students in all grades from the
kindergarten to the university. The author, moreover, has traveled around the world to observe
not only modern school systems in various countries but to study the special systems set up by
private agencies and governments to educate the natives in their colo.
Universities as Communities of Young Scholars and Inquirers
In the 1970's and 1980's, students, even incoming first-year students, were considered moral arbiters at universities: they sat on the most sensitive committees (regulations, by the way, that I doubt anyone bothered to change formally to reflect the new infantilization of students); they destroyed most of the in loco parentis functions of the university; they freed women from paternalistic special protections, and, to put it in its mildest terms, they lectured a faculty intimidated by them, and, above all, an administration intimidated by them, on what it was to be human, to be progressive, and to be useful to society.
Generally unopposed by administrations uncertain of their own moral and actual authority, students swept away the specific restraints placed upon their voluntary behaviors and made the in loco parentis role of universities seem like some embarrassing vestige of the 19th century.
Rather than arguing for their political beliefs in voluntary, open, unprivileged forums, "teach-ins" and lectures such as those held on the Vietnam War then, the heirs of the sixties, now in power, have institutionalized their views in the in loco parentis role of universities, and they have made their ideological analysis of American society, gender, and oppression the official secular religion of academic life.
Most undergraduates, in this view, enter universities inadequately aware of the effects of American "racism, sexism and heterosexism" on their psyches, their behavior, and the society and its "victims" around them, a set of phenomena that those morally superior and no doubt deeply insightful adults who report to various Deans or Vice-Provosts for Student Life must define and explain to them.
The phenomenon known by Marxists as "false consciousness" (what could workers know, compared to intellectuals and ideologues, about what workers objectively should want?), and the Leninists used the concept to justify the dictatorship of the Bolshevik party - since the workers, of course, inconveniently did not agree with the Bolsheviks about their real interests - over a working class that was deemed not only a victim of capitalism but of its own false consciousness.
As the doctrine now is taught to "facilitators" for variously named programs of "diversity and multicultural education" at hundreds of colleges and universities (for the generation of the Sixties certainly learned how to network), "false consciousness" is labelled "internalized oppression" - most easily identified by the tendency to reject the Administration's view of reality - and "internalized oppression" is judged to be a particularly insidious means and product of American oppression.
While countless courses in the official curriculum undertake to enlighten students about the unjust ways of their society and the official, politically orthodox views they ought to hold, this is not enough.
Source: https://ebookschoice.com/universities-as-communities-of-young-scholars-and-inquirers/
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The curriculum 1830 present 2011
The document summarizes the development of the American curriculum from 1830 to the present. It describes the common school movement from 1830-1890 which aimed to provide universal public education. It then discusses the influence of various interest groups on the curriculum, including humanists, social efficiency educators, developmentalists, and social meliorists. John Dewey is discussed as trying to synthesize these positions and advocating for a pragmatic, problem-solving approach focused on the interests and experiences of students.
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2MULTICULTURAL EDUCATION SERIESJAMES A. BANKS, S.docx
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Universities as Communities of Young Scholars and Inquirers
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- 2. Humble Beginnings Born in Barrington, Massachusetts in 1868 Parents Alfred and Mary Burghardt Du Bois Father left when young Encouraged and provided with: Clothing Food Money for school Experienced minimal racial discrimination
- 3. Education: Excellent student Graduated valedictorian, first African-American to do so from his school. Universities: Fisk – Undergraduate Degree Harvard – Undergraduate, Master’s and Doctorate Degrees University of Berlin in Germany – Post-Master’s Studies
- 4. Quotes: “The problem of the Twentieth century is the problem of the color line.” Line in journal: “these are my plans: to make a name in science, to make a name in art and thus to raise my race.” “The problem of education, then, among Negroes must first of all deal with the Talented Tenth; it is the problem of developing the Best of this race, that they may guide the Mass away from contamination and death of the Worst, in their own and other races…. The best and most capable of their youth must be schooled in the colleges and universities of the land…. All men cannot go to college but some men must.” – The Talented Tenth
- 5. The Philadelphia Negro Study with a goal to prove that it was a lack of knowledge, rather than race itself, which had contributed to the negative perceptions of the African-Americans. Combined history in Philadelphia, class structure, education, occupations, family life, health care, voluntary associations, criminality, and interaction with whites.
- 6. The Philadelphia Negro, Cont’d Du Bois emphasized the overall impact of aforementioned social conditions, rather than “inherited factors,” as many other scientists has postulated.
- 7. Effect on Teaching Emphasized importance of having high-quality teachers leading the rest of society (The Talented Tenth) Better to have a few exceptional men and women to “lift them up, [or] they will pull you down.” Establishment of the NAACP, which came from Niagra Movement
- 8. Personal Effect Dedication to excellence as a teacher; will teach students necessary tools for success and how to use intellect Better race-relations Emphasis on worth of a teacher and appreciation of profession