ERIC Number: ED026015
Record Type: RIE
Publication Date: 1969-Jan-15
Reference Count: 0
What Should Be the Role of Afroamerican Education in the Undergraduate Curriculum?
Current undergraduate curricula seem alien to black students, many of whom come from disadvantaged environments in the US and do not identify with courses applicable to a white societal structure. Unfortunately, many US history books have either glossed over or omitted the many contributions of black citizens to society with which black students could positively identify themselves. Protesting students claim that the textbooks have concealed the real image of their forefathers and seek education that is historically, culturally, socially and politically relevant to them. In order to meet educational as well as psychological needs of black students, two basic phases are suggested for Afroamerican studies: (1) courses in black history and culture, including African languages, that stimulate ethnic awareness and pride, and (2) courses offering realistic approaches to current problems, motivating student commitment to the improvement of conditions in their communities. From the outset, curricula should provide opportunities for involvement in community work so that students may gain first-hand experience while being trained. Their presence would also provide the much-needed role models for youths within slums and ghettos. Emphasis is placed on instruction by black professors, who can better understand and relate to black students, for it is felt that white professors - though well-meaning - would be instinctively repelled by students searching for self-identity. A list of 18 goals of Afroamerican education is appended. (WM)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Association of American Colleges, Washington, DC.
Note: Paper presented at 55th Annual Meeting of the Association of American Colleges, Pittsburgh, Pennsylvania, January 15, 1969.