On Objects and Voices: Material Culture and Oral History in the Case of Shule Ya KujitambuaMain MenuOn Objects and VoicesFront page and 'About this Project'Brief Overview of The History of African-Centered EducationHistorical context of African Centered EducationCouncil of Independent Black InstitutionsAfrican Centered Education in OberlinShule Ya KujitambuaMaterial Culture and Oral History: Theory and ReflectionBibliographyAcknowledgements
AACDSP: White Liberal Paternalism, Black acquisence
1media/Screen Shot 2020-03-11 at 6.16.52 PM_thumb.png2020-03-11T22:18:33+00:00Ella Murrayaa4992cda402c9694497d0fc2b7db3de8a1dc8e9213Ikemma, William. “AACSDP: White liberal paternalism, black acquiescence.” April 18, 1975. Newspaper Article, Oberlin Review Vol. 103, No. 44. In: Black Organizations etc. Clippings. Courtesy of the Oberlin College Archives.plain2020-04-10T19:22:10+00:00Ella Murrayaa4992cda402c9694497d0fc2b7db3de8a1dc8e9
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1media/Screen Shot 2020-03-11 at 6.19.26 PM.png2020-03-11T19:22:27+00:00Afro-American Community and Student Development Program6plain2020-04-19T16:27:47+00:00The AACSDP was a controversial program started at Oberlin College as a precursor to the Black Studies department. The program allowed college students and community members to engage directly with one another. A main focus of this program was to increase the access of education for people in Oberlin. Through this program, college students were able to gain class credit to work at Shule Ya Kujitambua.
Using older students as educators was a common practice in Independent Black Institutions (IBIs). Frank Satterwhite, former dean of Oberlin College and author of the book “Planning an Independent Black Educational Institution” explains that in order to eliminate the “arbitrary barriers” created by “traditional institutions”, that:
“IBI’s adopt the following philosophy: a student is a teacher, an administrator, and a community person; a community person is an administrator and a teacher, and a student; and both teachers and administrators are community persons and students”.
Lomotey asserts that while any person is technically capable of teaching African American children, an African American teacher is best because they are “most capable of transmitting culture and properly socializing the child.” From a study done by Craig Brookings, he found that the most important variable in the student’s success was love and care given by the teacher, such as “touching” and “sincere concern for the child’s life experiences”, best distributed in smaller, family-like groups.
