The
issue of the purpose of education for Black people should
be reviewed over and over again given our continued struggle
to control our educational destiny.
The current public school crisis in America
demands that the African Community in America aggressively
play an assertive role in the movement to make changes in
one of the most important institutions in this country— the
Public School System. However, in participating in this movement,
it is imperative that we re-examine the definition of education
and its relationship to power and specifically, Black Power.
Education
is the process of instilling the values of a society, group,
nation, race, or ethnic group. It is the method by which people
are taught the relationship to their families, communities,
nation, race, and the world. Further, education defines the
function of society and strives to help one become an active
participant in the growth and development of a given society,
nation, race, and ethnic group. It is in this context that
we understand that education is an important process in helping
a people acquire power for the perpetuation of their interests.
In
this case the education we should pursue is the kind of education
that will enable African people in America to organize to
achieve Black Power.
It
should be obvious by now that most African children in America
who attend the public schools of America are not receiving
an education. At best it can be called training. That is,
learning the basic skills of reading, writing, and arithmetic.
In many instances, this kind of training is occurring on a
very minimal basis with African in America children.
It
is important that we consult one of our great educators, Carter
G. Woodson, in helping sum up this awesome problem of education
that keeps Africans in America in a constant state of mental
captivity. Brother Woodson stated in his great book, published
in 1933, The Miseducation of the Negro, that, “The
same educational process which inspires and stimulates the
oppressor with the thought that he is everything and has accomplished
everything worthwhile, depresses and crushes at the same time
the spark of genius in the Negro by making him feel that his
race does not amount to much and never will measure up to
the standards of others.” Woodson made it clear that Africans
in America educated in this manner is a hopeless liability
to the race. This is still at the heart of our educational
problem today.
Therefore,
our task becomes one of the continued struggles to re-conceptualize
the mission of education for our people. This re-conceptualization
must be based on the premise that Woodson set forth when he
said, “The race will free itself from exploiters just as soon
as it decides to do so. No one else can accomplish this task
for the race. It must plan and do for itself.” We will never
acquire real power if this does not happen.
Essentially,
our mission should be that of establishing our own educational
agenda that is based on creating a new educational ethos.
The present ethos instills in African children in America
the idea that if you go to school and get an education you
will get a job. We should know by now that there is not necessarily
a correlation between going to school and getting a job. It
definitely has nothing to do with the upliftment of our race.
The
task of re-conceptualizing a new educational ethos is to understand
that the mission of our education should be to make a whole
people again as the Reparations Movement is demanding. Making
us whole again is a process that defines education in the
context of our own political, economic, cultural, and spiritual
needs.
This
new educational ethos must rest on the idea that the group
interests of our race are more important than those of any
individual. Dr. Anderson Thompson calls this the “African
Principle.” In other words, the only way we will become liberated
and independent is through group thinking and group action
not as individuals. We must work to achieve the greatest good
for the greatest number.
Succinctly
stated, our purpose for becoming educated should be one of
helping to build a movement to liberate us from the oppression
of white supremacy and racism so that we can build a new social,
political, cultural, economic, and spiritual order for ourselves
as we struggle to link up with African people around the world.
This
kind of education must facilitate the re-stimulation of the
extended African in American family foundation as we struggle
to become an economically self-sufficient people who produce,
process, distribute, wholesale and retail like everyone else
in the world.
Finally,
this new educational ethos must instill in us the spirit of
producing, the spirit of building, and the spirit of controlling
what we create. Anything short of this will merely mimic the
education of our oppressors and we will continue to be their
subjects, to do and be whatever they choose.
BlackCommentator.com
columnist
Conrad W. Worrill, PhD, is the National Chairman of the National
Black United Front (NBUF).
Click
here to contact Dr. Worrill.