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
"He's getting hurt in public school": Interview with Phyllis Yarber
12020-03-30T18:54:12+00:00Ella Murrayaa4992cda402c9694497d0fc2b7db3de8a1dc8e9211Interview with Phyllis Yarber in which she discusses the decision to have her son attend Shule Ya Kujitambua.plain2020-03-30T18:54:12+00:00Interview done by Phyllis Yarber and Ella MurrayFebruary 5, 2020Ella Murrayaa4992cda402c9694497d0fc2b7db3de8a1dc8e9
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The town of Oberlin was resettled by Euro-American settlers in 1830 and expanded rapidly in 1833 originally as an "intentional community dedicated to the glorification of God and the Christian conversion of mankind." The founders wanted their intentional community to be focused on educating all peoples. In 1835 the town of Oberlin dedicated themselves to the eradication of racial prejudice. Students and colonists came to Oberlin to dedicate themselves to these evangelical ideals of education and solidarity from across the United States. In 1834 students at the Lane institute in Cincicatti voted for the abolishment of slavery and were told to leave Lane. 'The Rebels', as they are called, were invited to the town of Oberlin in 1835. The Rebels demanded that the school in Oberlin be open to all people, regardless of color. Students and colonists had many terse conversations and votes as to whether they would allow African Americans into Oberlin. On February 10th, 1835 the board met and voted to admit African Americans into Oberlin as students and community members. This prompted the formation of the Oberlin Anti-Slavery Society, a group dedicated to abolishing slavery and color prejudice. Oberlin remained entirely white until about 1860, when 20% of the population in Oberlin was African American.
Unfortunately, this idealized version of a town free of racial prejudice was far from reality. Race remained a hotly debated talk in Oberlin throughout the 19th and 20th centuries. From temperance, to segregated public education, and lack of access for African American students - especially women remained ever present. In fact, the college's Black Studies department was not created until the 1970s - over 100 years after the founding of the town and College. Racial equality in the public schools of Oberlin remained at the forefront of conversations about race in Oberlin. This history is incredibly dynamic and unfortunately cannot be exhausted here.
Public Schools in Oberlin
Public schools are an inherently political space. Booker Peek explained in an interview with Kofi Lomotey,"there can't be any separation between the importance of education and oxygen." Peek explains that education breeds success through society, economic prosperity, and will ultimately be the champion of total liberation. By examining the need for African centered institutions in a town historically deemed a racial utopia, this project encourages a reconsideration of the predominant color-blind educational models in Oberlin, Ohio.
Booker Peek wrote a letter to the editor emphasizing the importance of quality education for all students, regardless of race.
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