NATIONAL BLACK EDUCATION TRAVESTIES AFTER 1968
Historical hindsight enables one to look back into the past , to chart its trajectory into the present, and to suggest , admonish, praise, warn about the future , without certainty, but with some reasonable degrees of assurance, based upon the past.
In this respect such a one is like a meteorologist in forecasting the weather. One is like an astronomer or almanac author whose readings from the stars, enable forecasts of tides and ebbs; of times to plant and to harvest; and where to draw longitudinal and latitudinal lines and derivatives on land and sea.
In this respect, human history may also lend itself to similar scrutiny.
I would suggest that the litigation misadventures and missteps that were made in the education arena, after the 1954 Brown v. Board of Education case that overruled legal segregation, were consistent with these principles mentioned above.
Rather than to equalize the money, which was the principal grievance, the remedy to disband segregation was wrongly misapplied to effect novel implementation of busing for integration, not just transportation.
The deficits were, are numerous, its vaunted advantages dubious.
I support desegregation and the community control of schools, including finances and curricula.
But, I do not support dispersing black children away from their homes to satisfy some so-called "expert" psychologists' or social scientists' or lawyers' unproven, if ever tested, pedagogical theories.
Nor do I support black school closures, loss of family heritage, firing of black teachers, staff, or administrators, its other casualties.
These thoughts recur after noticing that Dr. Martin Luther King, Jr., had made similar observations about the deleterious impact of certain educational thrusts as described above in his last book, WHERE DO WE GO FROM HERE: CHAOS OR COMMUNITY (1967), p.165. Of course, SCLC was Dr. King's group, not the NAACP nor its LDF offshoot, who drove sharp wedges into a wasted black community, splitting civil rights contributions from whites.
Who gained? Who profited? Follow the money. Public schools were taken over after 1968, after Dr. King's assassination by privateers, who raided the tax trough, under a pretense of education. These include: Charter schools operators, experts, contractors of all kinds, many black people among them.
Public education is at grave risk, as the piratical privateers are in power.
Tuesday, November 29, 2016
BLACK EDUCATION TRAVESTIES AFTER 1968
NATIONAL BLACK EDUCATION TRAVESTIES AFTER 1968
Historical hindsight enables one to look back into the past , to chart its trajectory into the present, and to suggest , admonish, praise, warn about the future , without certainty, but with some reasonable degrees of assurance, based upon the past.
In this respect such a one is like a meteorologist in forecasting the weather. One is like an astronomer or almanac author whose readings from the stars, enable forecasts of tides and ebbs; of times to plant and to harvest; and where to draw longitudinal and latitudinal lines and derivatives on land and sea.
In this respect, human history may also lend itself to similar scrutiny.
I would suggest that the litigation misadventures and missteps that were made in the education arena, after the 1954 Brown v. Board of Education case that overruled legal segregation, were consistent with these principles mentioned above.
Rather than to equalize the money, which was the principal grievance, the remedy to disband segregation was wrongly misapplied to effect novel implementation of busing for integration, not just transportation.
The deficits were, are numerous, its vaunted advantages dubious.
I support desegregation and the community control of schools, including finances and curricula.
But, I do not support dispersing black children away from their homes to satisfy some so-called "expert" psychologists' or social scientists' or lawyers' unproven, if ever tested, pedagogical theories.
Nor do I support black school closures, loss of family heritage, firing of black teachers, staff, or administrators, its other casualties.
These thoughts recur after noticing that Dr. Martin Luther King, Jr., had made similar observations about the deleterious impact of certain educational thrusts as described above in his last book, WHERE DO WE GO FROM HERE: CHAOS OR COMMUNITY (1967), p.165. Of course, SCLC was Dr. King's group, not the NAACP nor its LDF offshoot, who drove sharp wedges into a wasted black community, splitting civil rights contributions from whites.
Who gained? Who profited? Follow the money. Public schools were taken over after 1968, after Dr. King's assassination by privateers, who raided the tax trough, under a pretense of education. These include: Charter schools operators, experts, contractors of all kinds, many black people among them.
Public education is at grave risk, as the piratical privateers are in power.
