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

By Diane S Pollard

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

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Extra info for African-Centered Schooling in Theory and Practice:

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Too often, in teacher preparation programs, the history and culture of African Americansas well as other people of color are ignored, and African American children are discussed only from a deficit perspective. As a result, many teachers enter these schools believing these students are incapacitated in some manner. Theymay abdicate their responsibility to teach these students altogether (Delpit,1995),or they may set such low standards for achievement that their students find it difficult to compete in later schooling and in life (Narine, 1992).

However, as part of a large school district, bureaucraticpolicies and politics had an importantimpact on them. By 1990, the Milwaukee Public Schools recognized that they were in astate of crisis. The tried and true educational models of the past were not working, particularly for African American students. The idea of the African American Immersion Schools, while controversial, seemed a worthwhile experiment. As such, they offered promissory notesof hope for students for whom all else had failed as well as forthose who theorized about the goals and benefits of Afrocentric schooling for African American children.

Noting that Afrocentrism is one of a number of centered approaches, proponents of African-centered education arguethat thisapproach representsa viable path toward the recognition of the pluralistic nature of society in the contemporary United States as well as the world. Through grounding in an African-centered perspective,with its teachings of recognition of and respect for diverse cultural perspectives, African American children are more likely to embrace what Asante (1991) calls a “nonhierarchical” multiculturalism in which they havea clear sense of their own place in history andthus are better able to understand their relations with other people of the world (172).

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