ERIC Number: ED415126
Record Type: RIE
Publication Date: 1994
Too Much Schooling, Too Little Education: A Paradox of Black Life in White Societies.
Shujaa, Mwalimu J., Ed.
This book attempts to demonstrate some of the ways African-Americans can use their cultural base to educate children. The book fits into the Afrocentric school of thought with its aim to develop subject-centered analysis and solutions for children. The book makes the commitment that education is a cultural imperative for all African-American people who aspire to be truly self-determining. The book is divided into five parts with sixteen chapters, a foreword and an afterword. Mwalimu J. Shujaa wrote the introductions to each part. The foreword is entitled "Cultural Work: Planting New Trees with New Seeds" (Haki R. Madhubuti). The afterword is entitled "The Afrocentric Project in Education" (Molefi Kete Asante). Part 1, "Evaluating Our Assumptions about Education and Schooling: Developing African-centered Orientations to Knowledge," includes: (1) "Education and Schooling: You Can Have One without the Other" (Mwalimu J. Shujaa); (2) "Black Intellectuals and the Crisis in Black Education" (Jacob H. Carruthers); and (3) "African-American Cultural Knowledge and Liberatory Education: Dilemmas, Problems, and Potentials in Postmodern American Society" (Beverly M. Gordon). Part 2, "African-American Education Initiatives: Historical Resistance to Schooling," contains: (4) "Outthinking and Outflanking the Owners of the World: An Historiography of the African-American Struggle for Education" (Ronald E. Butchart); (5) "The Search for Access and Content in the Education of African-Americans" (Joan Davis Ratteray); and (6) "Historic Readers for African-American Children (1868-1944): Uncovering and Reclaiming a Tradition of Opposition" (Violet J. Harris). Part 3, "African-American Experiences in Schools and Perspectives on Schooling," includes: (7) "Reproduction and Resistance: An Analysis of African-American Males' Responses to Schooling" (Vernon C. Polite); (8) "African-American Principals: Bureaucrat/Administrators and Ethno-Humanists" (Kofi Lomotey); (9) "Educating for Competence in Community and Culture: Exploring the Views of Exemplary African-American Teachers" (Michele Foster); and (10) "Literacy, Education, and Identity among African-Americans: The Communal Nature of Learning" (Vivian L. Gadsden). Part 4, "African-Centered Pedagogy: An Absolute Necessity for African-Centered Education," contains: (11) "Being the Soul-Freeing Substance: A Legacy of Hope in AfroHumanity" (Joyce Elaine King; Thomasyne Lightfoote Wilson); (12) "African-Centered Pedagogy: Complexities and Possibilities" (Carol D. Lee); and (13) "Notes on an Afrikan-Centered Pedagogy" (Agyei Akoto). Part 5, "Patterns of Resistance to European-Centered Schooling: Reclaiming Responsibility for Educating Our Own," includes: (14) "The Emergence of Black Supplementary Schools as Forms of Resistance to Racism in the United Kingdom" (Nah (Dorothy) E. Dove); (15) "Afrocentric Transformation and Parental Choice in African-American Independent Schools" (Mwalimu J. Shujaa); and (16) "The Rites of Passage: Extending Education into the African-American Community" (Nsenga Warfield-Coppock). (EH)
Descriptors: African Studies, Afrocentrism, Black Achievement, Black Education, Black Students, Black Studies, Elementary Secondary Education, Equal Education, Higher Education, Racial Discrimination, United States History
Africa World Press, Inc., P.O. Box 1892, Trenton, NJ 08607 ($16.95).
Publication Type: Books
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A