Education for assimilation, integration or liberation? : a critical analysis of black educational thought in the late sixties and early seventies
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Boon Tzao Lee (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- H. Svi Shapiro
Abstract: This study examines radical Black educational thought in the post Civil Rights era within the context of Black Power. The ideology of radical Black education manifested in four major areas namely, 1) educational colonialism, 2) community control of schools, 3) the Black Studies movement, and 4) the Black Univer-sity movement. Radical Black educators employed the colonial model to explain the education of blacks asserting that public education was an education of subjugation. Community control of schools was seen as "a process of nation-building"--re-Africani-zation and decolonization of Black children. Black education was to expand Black consciousness to challenge domination. Perceiving education at the white institutions of higher learning as "irre-levant or destructive" to Black educational experience, Black students demanded Black Studies programs. The programs were deemed an important tangible way in which Black students resisted "cooption" by the system and as a strategy to fight against "cultural imperialism." The Black University movement was intended to blacken the "Negro" colleges, and to "saturate" students in blackness.
Education for assimilation, integration or liberation? : a critical analysis of black educational thought in the late sixties and early seventies
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Created on 1/1/1991
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 1991
- Subjects
- Blacks $x Education
- Blacks $x Study and teaching
- Teachers, Black
- Black power $z United States
- School integration