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)
The University of North Carolina at Greensboro (UNCG )
Web Site:
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.

Additional Information

Language: English
Date: 1991
Blacks $x Education
Blacks $x Study and teaching
Teachers, Black
Black power $z United States
School integration

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