The Mis-Education of the Negro

Brown, George W.; Woodson, C. G.

doi:10.2307/1897039

Cited by 20 publications

(27 citation statements)

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“…CRT remains a relatively new theory, and one continues to evolve, particularly around the notions of intersectionality (Delgado, 2011). The foundations of CRT, in particular the idea of centering race and racialized experiences, have been explored and written about for over a century, dating back to Du Bois (1903) and Woodson (1933). CRT asserts the permanence of systemic racism as a normal and ordinary part of the everyday lives of people of color, including such examples as higher loan rates (Cavalluzzo & Wolken, 2005), disparate educational resources, and geographic food deserts (Baker, Schootman, Barnidge, & Kelly, 2006;Slocum, 2007Slocum, , 2010.…”

Section: Critical Race Theorymentioning

confidence: 99%

(Counter)narratives and Complexities: Critical Perspectives From a University Cluster Hire Focused on Diversity, Equity, and Inclusion.

Muñoz

Basile

Gonzalez

et al. 2017

jctp

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Topics of diversity, equity, and inclusion continue to be accepted yet highly debated issues on college campuses. Seemingly, hiring of diverse faculty is a priority that many college campuses attempt without much regard to the organizational mechanisms which provide faculty of color support for success. One School of Education in a western land grant institution embarked on a cluster hiring process that centered diversity, equity, and inclusion as part of their position priorities. Using critical race theory, this paper provides (counter)narratives to unearth and understand the complexities of hiring diverse faculty in a cluster hire process. Discussion and recommendations are provided for future practice.

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Section: Critical Race Theorymentioning

confidence: 99%

(Counter)narratives and Complexities: Critical Perspectives From a University Cluster Hire Focused on Diversity, Equity, and Inclusion.

Muñoz

Basile

Gonzalez

et al. 2017

jctp

View full text Add to dashboard Cite

show abstract

“…Within the field of moral education in Africa, scholars challenge Eurocentric education because it fosters competitive individualism, demonizes African Indigenous Religion or spiritualism, inferiorizes African Indigenous languages, dislocates students from their culture, and ignores the historical moral destruction and struggles of the colonized (Asante, 1991;Fanon, 1965;Iheoma, 1985;Y. Matemba, 2021;Thiong'O, 1987;Woodson, 1933). Of course, competitive individualism is averse cooperation and empathy which are key tenets of the African Ubuntu philosophy while religious universalism is averse the principle of coexistence which is a key feature of the African Traditional Religion that emphasizes individualized deity (called chi in Igbo speaking context) and a common God approachable from varying perspectives and representable by varying objects or deity.…”

Section: Postcolonial Theoretical Frameworkmentioning

confidence: 99%

Toward a Decolonized Moral Education for Social Justice in Africa

Obiagu

2023

Journal of Black Studies

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Many moral and social problems affecting African people and development could be associated with (neo)colonial moral education problems in Africa: perpetuation of excessive materialism, individual competitiveness, and demonization of African traditional values. To solve African moral problems and realize Pan-African goals, we need a more contextualized approach to moral education in schools that takes into account moral values from African context. Hence, this paper proposed strengthening moral education in Africa through a decolonial educational approach that disrupts the conventional through anti-colonial curricular and pedagogical practices of moral education for social justice. It first conceptualized moral education and social justice and reviewed literature on moral education in Africa to illuminate its colonizing elements. The proposed decolonized moral education model, critiquing Kohlbergian moral development theory as ignoring the (neo)colonial struggles of colonized and Indigenous people, draws on Ubuntu philosophy, Afrocentricity, and postcolonial theories to develop five processes for the decolonization—(a) Indigenous knowledge, values, and practices’ consciousness raising, (b) moral diversity mapping and comparison, (c) critical evaluation of Indigenous moral disrupters, (d) prosocial anger toward historical/ongoing moral annihilation and complicity, and (e) Indigenous moral agency. The curriculum and practice implications of the Model are discussed.

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“…Research on both the exclusion and subsequent inclusion of Black Americans in educational institutions has a long history in the United States. In seminal works, scholars have examined the experiences of Black Americans in the pursuit of education (Butchart, 2010; see also Davis, 2011;Du Bois, 1924Moss, 2009;Douglas, 2005;Anderson, 1988;Woodson, 1933Woodson, /1977. These and other works outline the trajectory of the education of Black Americans from the period of African enslavement to the present day.…”

Section: Background: Black Americans and Higher Educationmentioning

confidence: 99%

Race and Social Justice: Building an Inclusive College through Awareness, Advocacy, and Action

2023

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This book is designed to support college and university members as they navigate and aim to eliminate individual, interpersonal, and institutional discrimination and seek to create more inclusive workplaces and learning environments for faculty, staff, and students. Through the narratives of faculty and staff from the College of Liberal Arts & Sciences at the University of North Carolina Charlotte, who were charged with dismantling anti-Black racism, we learn from their concerns, challenges, successes, and change process; as well as what works and does not when building diversity, equity, inclusion, and justice into the fabric of a large college. This book centers the work of six Race and Social Justice working groups. Each chapter will detail research in the areas of self-reflection, anti-racist workplace practices, policy, faculty research and outreach, graduate recruitment and success, and undergraduate student success. National and college level statistics are provided as context for recommendations, action steps, and suggested short and long-term planning towards racial equity in higher education.

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The Mis-Education of the Negro

Cited by 20 publications

References 0 publications

(Counter)narratives and Complexities: Critical Perspectives From a University Cluster Hire Focused on Diversity, Equity, and Inclusion.

(Counter)narratives and Complexities: Critical Perspectives From a University Cluster Hire Focused on Diversity, Equity, and Inclusion.

Toward a Decolonized Moral Education for Social Justice in Africa

Race and Social Justice: Building an Inclusive College through Awareness, Advocacy, and Action

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