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

By Diane S Pollard

Although colleges with an African-centered academic concentration have existed for over two hundred years, they've got typically been self reliant associations. in the previous few years, the belief of incorporating an African and African-American cultural orientation in public faculties has been explored. This exploration has proceeded in a few methods: in Baltimore, MD, African-centered schooling used to be instituted in chosen study rooms inside an differently conventional institution. In Milwaukee, and in different towns comparable to Detroit, MI, and Washington, DC, African-centered courses were carried out in chosen schools.

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We will now have our pledges. This announcementis followed by a chorus of students from an entireclass who recite two pledges over the loudspeaker. In each classroomin theschool, the rest of the students join in. First, facing ared, black, and green flag, the studentsrecite the following African American Pledge of Allegiance: I pledge allegianceto theflag of African American people. UnderGod, I will protect freedom, generate unity, seek peace, honorour ancestors, and encourage and support of African descent.

At that time, opinions as to the best strategies to improve the conditions of African Americans were as diverse as they are today. Other groups included the National Association for the Advancementof Colored People (NAACP) and theLabor Council, later renamed theProgressive Labor League, which had strong socialist and communistties. There was also a strong presence of the Universal Negro Improvement Association, an organization founded by Marcus Garvey. A final group, called the Republican Milwaukee Men’s Organization, was aligned with the National Republican Party (Milwaukee Urban League, 1919-1979; National Association for the Advancement of Colored People, 1917-1970).

Indeed,it has been projectedthat by the year 2000 African Americanand other students of color will comprise majoritiesin more than50 major cities in the United States (Frierson, 1990). In addition, because of the economic dislocations in urban communities, large numbers of these children have grown up in conditions of poverty. The extreme nature of this poverty, combined with continuing discrimination and institutionalized racism, meant thatmany of these children lived under great stress (McKenzie, 1991).

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