By Diane S Pollard
Although colleges with an African-centered academic concentration have existed for over two hundred years, they've got frequently been self sustaining associations. in the earlier 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 differently conventional institution. In Milwaukee, and in different towns similar to Detroit, MI, and Washington, DC, African-centered courses were applied in chosen schools.
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Extra info for African-Centered Schooling in Theory and Practice:
This ritual is one of many examples of a school-wide activitythat infuses African and African American history and culture into the ongoing daily life of the school. THE SCHOOL SETTING The African American Immersion elementary school was built in the early part of the nineteenth century. The large, three-story, brightly colored stucco building stands alone on a city block, surrounded by a paved-over playgroundand staff parking lot. The back of the buildingfaces a busy thoroughfare, whereas the streets at the side and front of the school are primarily residential.
Milwaukee had one of the smallest African American communities among northern cities at that time (Trotter, 1985). African Americans who migratedto Milwaukee during thefirst half of the twentieth century were greeted with an interesting situation. Thecity had attracted large numbers of ethnic white workers to its factories and plants and developed a strong labor movement. African Americans migrating toMilwaukee faced strong hostility from white workers and white capitalists. As a result, they were relegated to thelowest level of labor,domesticservice and personalservicejobs(Trotter,1985).
However, they may have underestimated the strength and intractability of European American resistance to sharing educational resources with African Americansas well astheir determination to maintain their positions of privilege in this society (Allen& Jewell, 1995). White resistance to desegregation took many forms. One was to remove whitechildren from public schools. In many southern states, thiswas accomplished through the establishment of private schools for white students. In urban areas, European Americans fled to suburbs, thusrecreating segregated schooling environmentswith relatively affluent schools in predominantly white suburbs and poorly financed and resourced schools serving African American and Latino/Latina children in central cities.
African-Centered Schooling in Theory and Practice: by Diane S Pollard