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• 1 2020-03-10T20:26:14+00:00 Brief Overview of The History of African-Centered Education 43 Historical context of African Centered Education visual_path 1709 2020-04-23T21:12:21+00:00

  History of African Centered Education

  Controversy surrounding the education of African Americans has existed since enslaved peoples were brought from Africa to the United States. Histories about the education of African Americans generally begin with the infamous integration case of 1954, Brown vs Board of Education, and then move through the 20th century. This history is far longer and far more complex than the traditional narrative teaches. The story of Shule Ya Kujitambua is an example of the complexities in this history, though we must begin with a historiography.

  1700-1954

  Before the Civil War, African Americans were denied education by law in the South. During this time, enslaved peoples educated themselves and each other, sharing information mainly through oral tradition. Schools were established as early as the 1700s; enslaved peoples worked to educate their children in the way they saw fit. An early example of this are Free Schools. One of the most famous of these schools was the African Free School founded in New York in 1789 by the Manumission Society to free African Americans of “vices.” By 1832, African Americans had taken control of this institution, effectively removing whites. African Americans created a form of education that directly met their needs. During the Reconstruction Era, “African Americans in the Southern states combined their resources to establish schools for themselves.” These schools abounded after the Civil War when thousands of formerly enslaved peoples were freed.
  
  Under the Massachusetts Education Act of 1789 all children, regardless of race, were given access to formal education. Despite this governance, only a small percentage of Black children were actually enrolled in school. By 1800 a group of African Americans created their own private school in Boston. Segregated education remained the norm in the United States until 1954, with the Brown vs Board ruling. After this, schools were de jure desegregated. The transition from segregation to integration is illustrated as increasing social access, despite race. But, this shift is not always an ethical one because the needs of African American children in integratde schooling systems are omitted.  
  
  Since 1960, there has been a push to recreate African Centered Education, leading to the formation of the Council of Independent Black Institutions. The movement was necessary because African controlled institutions remained abundant until Brown vs Board. In 1954, African Americans effectively lost control of their institutions as the integration of Black students into white schools greatly diminished the community control of African americans.
  
  The benefits of segregation were extensively debated. Four of the main arguments in this debate are showcased in the next page.
  
  Sources Cited:
  1. Spring, Joel. Deculturalization and the Struggle for Equality. Sociocultural, Political and Historical Studies in Education. 8 ed. ed. London: Routledge Ltd - M.U.A, 2016, https://www.taylorfrancis.com/books/9781317312857. 53; 57
  2. Jones-Wilson, Faustine C. Encyclopedia of African-American Education. 1. publ. ed. Westport, Conn. [u.a.]: Greenwood Press, 1996. 109.
  3. Mwalimu J. Shujaa 1992, "Afrocentric Transformation and Parental Choice in African American Independent Schools", The Journal of Negro Education, vol. 61, no. 2, pp. 149.
  4. Lance Mccready 1992, "Community Control of Schools, African Americans and", Jones-Wilson, Faustine C. Encyclopedia of African-American Education. 1. publ. ed. Westport, Conn. [u.a.]: Greenwood Press, 1996. 110.
  5. Kofi Lomotey. "Independent Black Institutions: African-Centered Education Models." The Journal of Negro Education 61, no. 4 (Oct 1, 1992): 455-462. doi:10.2307/2295363. https://www.jstor.org/stable/2295363. 457.
• 1 media/Screen Shot 2020-03-11 at 1.33.16 PM.png 2020-03-11T17:51:19+00:00 Afrocentricity and Nationalism 9 plain 2020-04-28T16:00:07+00:00

  “African Americans become Afrocentric through engagement in social interaction and individual reflection”.

  
  The goal of Afrocentricity and pan-Afrikanism is to unite the African people by forming a unified African state. Models like IBI and African Centered Education utilize the power of education to attain this goal. The destruction of hegemonically white public schools and the rebirth of systems that do work, like IBIs, are only one of the many revolutionary aspects of pan-African nationalism. This concept, combined with the idea that all African people are part of a familial group with a special bond ignited the Shule.
  
  Author Felix Boateng emphasizes that African American students are expected “to feel that they must reject the culture of their homes in order to succeed in school” due to the cultural mismatches the child experiences in the two discrete places. He offers that the only way to combat deculturalization is by creating “an approach that would address the inequalities in the public school curriculum and remove the barriers to academic achievement for the masses of African-American children.” He suggests that one of the best ways to do that is via multicultural education, as the goal of this form of education is to help students use their cultural experiences in: learning, accepting and appreciating cultural diversity, and develop their understanding of humanity via these. cultural lenses, similar to the Shule system.