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

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 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 was once instituted in chosen study rooms inside an another way conventional institution. In Milwaukee, and in different towns resembling Detroit, MI, and Washington, DC, African-centered courses were applied in chosen schools.

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The classrooms are grouped by grade, withfirst graders takingup most of the third floor. Most of the second- through fourth-grade classes are located on the second floor, and the kindergarten students share the first floor with administrativeoffices. In onewing at thenorthern endof the building the two fifth-grade classroomsare located on eitherside of a large room that serves as a combination cafeteria, auditorium, and indoor gym. The basementof the building houses another kindergartenclass, exceptional educationclasses, the science classroom, and a room sharedby the art and music teachers.

During the period from 1970 to 1990, the percentage of African Americans in teaching declined from 12 percent to 8 percent. Furthermore, if these trends continue,it is projected that by the year 2000 African Americanswill comprise less than 5 percent of elementary and secondary school teachers (King, 1993). This trend is counterbalanced by the steady increase in the numbers of African American and other students of color noted earlier in thischapter. The lack of availableAfrican American teachers in schools in general, and particularly in schools in which African American students predominate,is important in at least two ways.

Black independent schools existed as early as 1787 (Hoover, 1992). According to Ratteray (1992), independent schools were “createdto protest social inequality, serve as examples of institution building and provide services to their communities” (139). African American independent schools varied widely with respect to their orientation and philosophy. While some developed an Afrocentric focus, others were virtually indistinguishable from themore traditional Eurocentric educational models (Ratteray, 1992).

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