The African Centered School movement and the Detroit Public School System. Jeffery DelShawn Robinson

ISBN: 9781109246377

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NOOKstudy eTextbook

215 pages


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The African Centered School movement and the Detroit Public School System.  by  Jeffery DelShawn Robinson

The African Centered School movement and the Detroit Public School System. by Jeffery DelShawn Robinson
| NOOKstudy eTextbook | PDF, EPUB, FB2, DjVu, AUDIO, mp3, ZIP | 215 pages | ISBN: 9781109246377 | 6.22 Mb

This research seeks to properly contextualize the successes and failures of the African Centered Educational (ACE) movement, releasing this movement from liberal and conservative discourse and presenting it as the end result of Black people assertingMoreThis research seeks to properly contextualize the successes and failures of the African Centered Educational (ACE) movement, releasing this movement from liberal and conservative discourse and presenting it as the end result of Black people asserting a counter response to years of educational neglect.

Additionally, this research will speak to those counter ideological forces that sought to prevent ACE initiatives from moving forward. The intent and origin of those ideologies that condoned the continued disenfranchisement and subjugation of Black children will be given special focus and identified and implicated as the root causes of problems within the U.S. educational system. These infrequently identified problems have far-reaching ramifications that require immediate remedy.

Of the many descriptions of the substandard education provided for Black children in Detroit in just the last two decades, the most accurate are savage and unequal. Critical examination of those conditions, coupled with the devastating long term negative effects of a failing educational system, can be termed a travesty of justice, at least, and a crime against humanity, at worst.

In this study the following questions will be addressed: What factors made/make Detroit unique? Have there ever been any significant educational trends attributed to Black initiatives? Who were the key figures in the ACE movement in Detroit? What was the motivation of those political and civil organizations for interference in the Detroit initiatives? What was the rationale for ACE reform? What educational philosophy did/does ACE subscribe to? What are the correlations between the conditions in Detroit and those experienced by other urban school districts in Michigan servicing Black children?

What radical action is necessary to eliminate the educational disenfranchisement experienced by Black children in the United States? Where do we go from here?-In an effort to create a new theoretical framework by which to examine and better explicate the extent to which race affects the education of Black people in the United States, this dissertation research project will examine the African Centered School reform movement within the historical context of the Detroit Public School System.

This study will concentrate on the socioeconomic (i.e. employment, poverty, and achievement rates) as well as the political climate of city, state, and federal levels that affected Detroits public school system. Those conditions will be analyzed using an ethnographic approach employing relevant statistics, structured interviews, and reviews of historical and contemporary documents. The researcher will examine the factors and conditions that influenced school and community officials to seek out alternative educational methods that eventually led to the decision to employ African Centered Education.

This research will contribute to the developing field of Critical Race Theory in the field of Education, and further understanding about the two primary forces contributing to Black educational disenfranchisement: (1) structural or institutional racism, policies, and (2) symbolic racism, the invisible White supremacist ideology that justifies the unjust distribution of educational opportunity. Ultimately, this research seeks to construct a new vision for progressive educational institutions, which would lead to the assertion of Black agency and educational independence to empower and develop Black people.



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