Too Much Schooling, Too Little Education: A Paradox of Black Life in White Societies

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Overview

This book is an attempt to illustrate and demonstrate some of the ways we can use our cultural base to educate children. Don't leave the education of your children simply to those whose purposes are different from your own and expect the children to grow up and follow the path of your ancestors.
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Product Details

  • ISBN-13: 9780865433861
  • Publisher: Africa World Press
  • Publication date: 6/28/1994
  • Edition description: New Edition
  • Pages: 412
  • Product dimensions: 5.54 (w) x 8.47 (h) x 0.99 (d)

Table of Contents

Dedication
Acknowledgements
Foreword Cultural Work: Planting New Trees with New Seeds 1
Ch. 1 Education and Schooling: You Can Have One Without the Other 13
Ch. 2 Black Intellectuals and the Crisis in Black Education 37
Ch. 3 African-American Cultural Knowledge and Liberatory Education: Dilemmas, Problems, and Potentials in Postmodern American Society 57
Ch. 4 Outthinking and Outflanking the Owners of the World: An Historiography of the African-American Struggle for Education 85
Ch. 5 The Search for Access and Content in the Education of African-Americans 123
Ch. 6 Historic Readers for African-American Children (1868-1944): Uncovering and Reclaiming a Tradition of Opposition 143
Ch. 7 Reproduction and Resistance: An Analysis of African-American Males' Responses to Schooling 183
Ch. 8 African-American Principals: Bureaucrat/Administrators and Ethno-Humanists 203
Ch. 9 Educating for Competence in Community and Culture: Exploring the Views of Exemplary African-American Teachers 221
Ch. 10 Literacy, Education, and Identity Among African-Americans: The Communal Nature of Learning 245
Ch. 11 BEing the Soul-Freeing Substance: A Legacy of Hope in AfroHumanity 269
Ch. 12 African-Centered Pedagogy: Complexities and Possibilities 295
Ch. 13 Notes on an Afrikan-Centered Pedagogy 319
Ch. 14 The Emergence of Black Supplementary Schools as Forms of Resistance to Racism in the United Kingdom 343
Ch. 15 Afrocentric Transformation and Parental Choice in African-American Independent Schools 361
Ch. 16 The Rites of Passage: Extending Education Into the African-American Community 377
Afterword: The Afrocentric Project in Education 395
Contributors 399
Index 405
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  • Anonymous

    Posted September 19, 2000

    THE Required Text of the Future's Educators!

    Too Much Schooling, Too Little Education: A Paradox of Black Life in White Societies, edited by Mwalimu J. Shujaa, is a significant collection of writings from noted scholars, educators, philosophers, thinkers, pedagogic practitioners, and professors around the country assembled by Shujaa in one volume. The central theme of Too Much Schooling¿ rotates around the notion that there exists a fundamental distinction between the underlying meanings of 'schooling' and 'education' in the learning environments of African American children. This distinction bestows 'schooling' with the designation of a 'process intended to perpetuate and maintain the society's existing power relations and the institutional structures that support those arrangements¿,' while 'education' '¿is the process of transmitting from one generation to the next knowledge of the values, aesthetics, spiritual beliefs, and all things that give a particular cultural orientation its uniqueness¿' (Shujaa, 1994, p.15). Illuminating those designations, education and schooling, although overlapping concepts at times, are predominately limited from one another in African American children's public learning situations. Mwalimu J. Shujaa argues that any society which contains different cultures and inequitable power balances uses schooling as a preservation instrument to maintain that existing power imbalance. And thus, the power-wielding culture's (WASPs-White Anglo Saxon Protestants in the U.S.) theories, principles, and skills are conveyed to a society whose demographic makeup hardly resembles what they are being taught, conditioned to, and/or trained. This book is imperative to early childhood educators because it specifically deals with the crisis in Black education, which commences before preschool. African American children, more than any other ethnicity, are more likely to be incorrectly evaluated and placed in Special Education programs. Black children are blatantly disrespected in society, with some power figures still believing that African American children have an inferiority complex and are impossible to educate. There are more outstandingly more Black males in America's jails and prisons than there are in colleges and universities. It was not too long ago that it was illegal to educate African Americans, and that white teachers made 7 times more money as their Black counterparts. This book is relevant to me because I personally represent the African American child Mwalimu J. Shujaa and others discuss in this book. In my institutional learning experience, I have not, in most cases, learned about my culture's contribution to American society, nor have I been provided with an accurate representation of the contributions of all other ethnic groups, who have donated to the depot of human knowledge. I am fortunate to have escaped the throng of the negative psychological effects that come from schooling, and this is only because of my providential opportunities in education. I will utilize these ideas from now on in the way I perceive and receive my future education, and the education of all people who like me want to be truthfully acknowledged in the world's adoption of their culture's role in the world society. I do not disagree with the arguments made by the writers of this intriguing collection. I believe that if one is going to be an educator of children in the future, or an educator of educators, they need to read this book.

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