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

By Diane S Pollard

Although colleges with an African-centered academic concentration have existed for over 2 hundred years, they've got often been self reliant associations. in the earlier few years, the belief of incorporating an African and African-American cultural orientation in public colleges has been explored. This exploration has proceeded in a couple of methods: in Baltimore, MD, African-centered schooling was once instituted in chosen study rooms inside an differently conventional institution. In Milwaukee, and in different towns akin to Detroit, MI, and Washington, DC, African-centered courses were carried out in chosen schools.

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The annual interviews allowed us to gain insights into ways in which the principal perceived the school and shaped its direction. In this section,we will discuss data from theinterviews with the elementary school principal in the first, third, and fifth years of our study. The principal at this elementary school hadheld her position at the school for three years before it was designated an African American Immersion School. She applied to serve at the schoolwhen it was designated to implement an African-centered focus and was selected by the district administration for the job in April 1991.

The main thoroughfare through this neighborhood,which passes the school, once had been the site of many small businesses;however, by 1991 it was characterized by large numbers of boarded-up and abandonedbuildings. Many longtime residentswere struggling to cope with economic losses and the concomitant downward mobility engendered by these. In addition, newer African American migrants to the city, who were often attemptingto escape even more desperate conditionselsewhere, were moving into the community.

In addition, the district continued to implement a standard Eurocentric curriculum. Clearly, an alternative solution was needed. SUMMARYAND CONCLUSIONS The establishment of the African American Immersion Schools in Milwaukee reflected thefailure of traditional school models,both locally and nationally, to educate African American studentseffectively. They represented an alternative model aimed at providing African American students educational experiences within the framework of their own history and culture.

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