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Throughout the article, author Jeffrey Aaron Snyder breaks down the ideology of Carter G. Woodson’s speech “Miseducation of the Negro”. Going into definitive detail, of how the Miseducation of African Americans is mainly controlled by outside sources. Snyder explaining how Woodson described forms of “Outside Control” through harsh laws placed on African American society “a vicious regime of Jim Crow segregation. To read Miseducation as a progressive text is to recover a richer, more expansive history of progressive education, one that addresses the color line in addition to the ‘social frontier’” (277 pg. 5). Further explaining how much of an influence these “outside sources” had on the “miseducation of a negro”, where as to black organizations
attempted to stand against its oppressors to create their own educational organizations, and how White establishments used religion, to hold back progressive education quoting E. Franklin Frasier noting “that whites had no problem with educating blacks to unlock the mysteries of heaven but that they had serious reservations about ANY curriculum that addressed the mysteries of THIS world” (Frazier 15, Snyder 278). This put the form of progressive education at a major stand still henceforth, miseducation, Alain “Locke concurred, maintaining that ‘an obsolete system of theological control’ was impeding the development of a modern curriculum and mission” (Locke 16, Snyder 278). From this moment on Black educators wanted to create their own institutions of Education.
The book, the Strange Career of Jim Crow is a wonderful piece of history. C. Vann Woodard crafts a book that explains the history of Jim Crow and segregation in simple terms. It is a book that presents more than just the facts and figures, it presents a clear and a very accurate portrayal of the rise and fall of Jim Crow and segregation. The book has become one of the most influential of its time earning the praise of great figures in Twentieth Century American History. It is a book that holds up to its weighty praise of being “the historical Bible of the civil rights movement.” The book is present in a light that is free from petty bias and that is shaped by a clear point of view that considers all facts equally. It is a book that will remain one of the best explanations of this time period.
Milton Galamison, a local black leader, was an educated reverend that believed integration was the key to equality. He successfully convinced the Board of Education to institute the “Open Enrollment” plan in 1960. Under this policy, black students in over crowded institutions would have an opportunity to attend under utilized white schools. Three years later, because of the plans ineffectiveness, the “Free Choice Transfer” plan was initiated, allowing for an increased amount of school choices and the remapping of districts. Again, these attempts were futile, causing the black community to explore alternate options. The white groups’ resistance to integration was the reason for subsequent political action to ensure its demise. All across the country, the words of Martin Luther King and the successful integrations of southern colleges were the examples that guided the actions of local civil rights movements. During King’s “I have a dream” speech, he said, “the Negro dream is rooted in the American dream.
Ida B. Wells-Barnett is an investigative journalist who wrote in honesty and bluntness about the tragedies and continued struggles of the Negro man. She was still very much involved with the issue even after being granted freedom and the right to vote. Statistics have shown that death and disparity continued to befall the Negro people in the South where the white man was “educated so long in that school of practice” (Pg. 677 Par. 2). Yet in all the countless murders of Negroes by the white man only three had been convicted. The white man of the South, although opposed to the freedom of Negroes would eventually have to face the fact of the changing times. However, they took every opportunity and excuse to justify their continued horrors. There were three main excuses that the white man of the South came up w...
Hurston’s outspoken letter treats the Brown decision with an indignant tone. She argues that forcing whites to associate with blacks is insulting. She uses the example of the treatment of Indians. Indians aren’t forced to associate with whites because they have too much pride in their culture. She calls for the reform of black schools instead of the insulting forced integration; saying that forced integration “spurn[s] Negro teachers and self-association.” She says that black schools are on the rise thanks to the help of people like Dr. D.E. Williams. In her view, “enforcing the compulsory education provisions for Negros in the South as done for white children” would be a better use of the
In his book, The Miseducation of the Negro, Carter G. Woodson addresses many issues that have been and are still prevalent in the African American community. Woodson believed that in the midst of receiving education, blacks lost sight of their original reasons for becoming educated. He believed that many blacks became educated only to assimilate to white culture and attempt to become successful under white standards, instead of investing in their communities and applying their knowledge to help other blacks.
Since the beginning of slavery, African Americans have been held at a lower standard for education. American government prohibited African Americans from learning how to read, developing inequality in education and further success. White supremacists’ intentions were to allow White Americans to continue to prosper further and create barriers to prevent African Americans from succeeding. An academic journalist, Nathaniel Jackson, employed the words of John Ogbu of the University of Berkley, “…the monopolization of resources for academic enterprise (colleges, universities, foundation, and government funding agency review boards, journals, and other publishing put-lets) by the dominant group and the provisions of only limited and controlled access
His experiences with public school systems and the negro universities gave him the opportunity to witness how Negroes were educated and the result of it. He believed that the white teachers or the trained black teachers were the cause of this mis-education. According to Woodson “the thought of the inferiority of the Negro is drilled into him in almost every class he enters and in almost every book he studies.” (Woodson 2) Woodson is trying to convince the negroes that this kind of teaching is not beneficial to their lives. He illustrated his point by comparing what the negroes learned compared to what the whites learned. He used multiple examples of subjects that the negroes are being taught such as theology, business, journalism, and math. He did a great job on detailing how these courses are one thing for the whites’ schools and different thing for the negro schools. This comparison gave the negroes an understanding of why their communities are not progressing and why they are not getting occupations that they went to school
African-Americans endured poor academic conditions throughout the entire United States, not just in the south. In Prince Edward County, Virginia, the segregated school had no nurse, lockers, gym or cafeteria. In Clarendon County, South Carolina, buses were not available to the African-American school, but were available to the white schools. In Wilmington, Delaware, no extra curricular activities or buses were offered to the African-American school. In Washington DC, the situation in segregated schools was the same as in the other states, but the textbooks were outdated. (Good, 21-34)
From reading the book, I have developed my own stance that the book education system is similar to today’s education system. I can relate with the text because I have noticed most of my history fails to mention successes of the Negroes. In fact, I was astonished that Dr. George Washington Carver had invented peanut butter. I can relate to chapter four’s solution because in my school system, Teach For America teachers who were from different areas and ethnic backgrounds were ill equipped to teach African American students while an older teacher would be able to raise test scores and teach students
Nabrit, James M. Jr. “The Relative Progress and the Negro in the United States: Critical Summary and Evaluation.” Journal of Negro History 32.4 (1963): 507-516. JSTOR. U of Illinois Lib., Urbana. 11 Apr. 2004
Victor Frankenstein’s monster educates himself which shapes the role of his character in the novel. The monster receives the majority of his education through watching humans speak and the actions they portray. He finds books in the woods, including Paradise Lost and reads them. The story of the monster can somewhat be related to the reading from our textbook, “The Mis-Education of the Negro” by Carter G. Woodson. Several sources go about in different angles about the monster’s education. A blog about Frankenstein, The Monster of Literary Theory, mostly discusses the monster’s education through a literary sense by reading. Another source from a University of Pennsylvania English website talks about Mary Shelley and how the monster learns from observation, not just texts. The monster is abandoned and left uneducated. He goes about on his own to give himself an education through reading and the observation of others. The story of the monster can be compared to many realities that this world has faced over many years. He is said to be an evil monster because of his actions, but how would he really know what evil really is without the proper education?
Although the author provides many personal accounts of success among the black race, the macro view of the Southern perception of blacks are not examined in his work. However, the work provides an excellent source of reference to one of the two sides of the black education discussion during the late nineteenth century and early twentieth century. The author in his work, Up from Slavery, successfully conveys his beliefs that blacks should prepare themselves for the real-world experiences they would face through an industrial education.
When we look at the issue of racism from a politically correct, nineties perspective, evidence of the oppression of black people may be obscured by the ways in which our society deals with the inequalities that still exist. There are no apparent laws that prohibit or limit opportunities for blacks in our society today, yet there is a sense that all things are not fair and equal. How can we acknowledge or just simply note how past ideologies are still perpetuated in our society today? We can examine conditions of the present day in consideration of events in the past, and draw correlations between old and modern modes of thinking. Attitudes of racism within the institutions of education, employment and government are less blatant now than in the day of Frederick Douglass, none the less, these attitudes prevail.
Diversity, we define this term today as one of our nation’s most dynamic characteristics in American history. The United States thrives through the means of diversity. However, diversity has not always been a positive component in America; in fact, it took many years for our nation to become accustomed to this broad variety of mixed cultures and social groups. One of the leading groups that were most commonly affected by this, were African American citizens, who were victimized because of their color and race. It wasn’t easy being an African American, back then they had to fight in order to achieve where they are today, from slavery and discrimination, there was a very slim chance of hope for freedom or even citizenship. This longing for hope began to shift around the 1950’s during the Civil Rights Movement, where discrimination still took place yet, it is the time when African Americans started to defend their rights and honor to become freemen like every other citizen of the United States. African Americans were beginning to gain recognition after the 14th Amendment was ratified in 1868, which declared all people born natural in the United States and included the slaves that were previously declared free. However, this didn’t prevent the people from disputing against the constitutional law, especially the people in the South who continued to retaliate against African Americans and the idea of integration in white schools. Integration in white schools played a major role in the battle for Civil Rights in the South, upon the coming of independence for all African American people in the United States after a series of tribulations and loss of hope.
The American society, more so, the victims and the government have assumed that racism in education is an obvious issue and no lasting solution that can curb the habit. On the contrary, this is a matter of concern in the modern era that attracts the concern of the government and the victims of African-Americans. Considering that all humans deserve the right to equal education. Again, the point here that there is racial discrimination in education in Baltimore, and it should interest those affected such as the African Americans as well as the interested bodies responsible for the delivery of equitable education, as well as the government. Beyond this limited audience, on the other hand, the argument should address any individual in the society concerned about racism in education in Baltimore and the American Society in