ERIC Number: ED228365
Record Type: Non-Journal
Publication Date: 1976
Reference Count: N/A
Towards a Perspective of Cultural-Educational Continuity. Documentation and Technical Assistance in Urban Schools.
This paper discusses the provision of quality education for black children in urban public schools. The author argues (1) that urban public schools have failed to provide quality education to black children because education is not conceived in cultural context; (2) that remedial educational programs for minority children have been based on theories of cultural deprivation which imply inferiority of blacks compared to whites; and (3) that these assumptions do not lend themselves to the development of solid educational programs. Theories of black culture that build on African heritage, and efforts to use this to overcome the imposition of the dominant group on the minority culture in Chicago schools, are also reviewed in the paper. The author proposes more black input in the educational system; the politicization of black children to the concept of black socio-political/historical struggle; and the instilling of positive racial identity in black children in order to foster racial pride, self-sufficiency, analytical thinking, and commitment to their people. (Author/AOS)
Publication Type: Opinion Papers; Reports - General
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. School Capacity for Problem Solving Group.
Authoring Institution: Center for New Schools, Inc., Chicago, IL.
Identifiers - Location: Illinois (Chicago)