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Reply to "College "Education" Is BS"

Originally posted by Rowe:
Originally posted by Oshun Auset:
Originally posted by umbrarchist:
To misquote Morpheus:

I think our educational system is a scam. Children's time is wasted in grammar school and high school when their mind's are most ready to assimilate information.

I get so very tired of people suggesting that we "do away" with the educational system, offering no recommendations as to how we are to get the masses of Black children to perform academically on par with other children. These people are often the least likely to do anything about the problems they observe in our nation's education system. I understand, fully, people's gripe with the "educational system." I work within this sytem on a daily basis, but we need to grow up and accept the reality that this "system" is not going anywhere. Therefore, your issues with the system has to go far beyond mere complaints. Complaint time is over. Everyone has hopefully read Carver's The Mis-Education of The Negro. Now, let's take the ideas that he proposed a step further. Now, we need action-oriented people who are willing to make a reality the changes they feel are desparately needed in our children's education. Are you willing to visit schools, volunteer your time with students, speak with your local public officials, consult administators, principals, and superintendents, or even suggest a different way to approach a history or social studies lesson to your children's teachers?, because these are the ACTIONS that precede resolution.

I strongly disagree. Those are passive examples of particpation. We need to do much, much, more. The vanguards of the current system need to be out of business.

Education is a political event and true educational reform has to be sponsored by the masses. Public school systems in the United States were born from the need to provide the nation with a constant labor force primarily made up of whites. As this nation moved from an agrarian society to a nation where goods were mass produced, northern factory owners noticed a negative and direct correlation between productivity and literacy. Without the ability to read or write, factory workers could not operate machinery, read instruments, or follow written instruction, which lead to low productivity and decreased profits. Influenced by big business, public education evolved into a system where the white amerikkkan child learned just enough to secure a job as a laborer. Education, as an avenue toward social and economic mobility was not and has never been the goal of public education in the United States.

In the case of the Africans in this country, then, whose experience is singularly rooted in a culture of white exclusion, we somehow embraced the notion that African-American participation in public education is a vehicle through which economic empowerment, social equity, or equal participation could be achieved - and for the life of me, I can't understand why.

Nevertheless, generations of African-Americans en masse have sought access to quality education, and they have suffered under the constraints of labor intensive, euro-centered curriculum. This begs two questions; why do Africans in amerikkka continue to participate in a system where we are not successful (i.e. disparity in the black – white achievement gap, low graduation rates, low standardized test scores)? Moreover, given the state of the amerikkkan education system, which lags far behind the rest of the world - even countries considered "thrid world" by white folks - why do we continue to settle for a system that doesn't even educate the white masses? These are words spoken by the richest cracker in the world

African community management of schools is not a new idea.
The Black Power phase of Brownsville's black freedom struggle gained its most intense expression in the struggle for community control of public education. In 1968, the BCC gave vital organizational support to the grassroots struggle for local control over Brownsville's public schools. This movement pitted local activists against the predominantly white and heavily Jewish United Federation of Teachers (UFT). The teachers union resisted the community control movement in Oceanhill-Brownsville by launching a series of three city wide strikes against the New York public school system, particularly its approval of an "experimental" grassroots "governing board" designed to shape school policy at the local level. White teacher resistance resulted in the destruction of the local control movement when the New York State Education Commissioner dissolved the "governing board" and placed the Oceanhill-Brownsville school district under state trusteeship.

We need to continue taking over community school districts and build schools like the one talked about here I worked with East Harlem Block Schools as the Director of Community Literacy and I am a staff developer with Educator's for Social Responsibility (ESR). The author of the book mentioned here, is the founder ESR and organized to help the community takeover that led to the creation of the Block Schools.

Moreover, the Kansas City Model for African centered schools is another source showing how reform done properly can lead to real results.

Also, in addition to African centered schools, we need to move away from the idea that "education" has to happen in a school. We need to support alternative systems of learning like The City as School