COMMENTARY
need, or may feel it is not their job to
go without being told. In fact, if
same for the 21st Century as well?
address it. Nevertheless, it is essen-
there is no back door, he will cut
This article attempts to shed light
tial that educators consistently offer
one for his special benefit. His
on these questions.
African American students positive
education makes it necessary.”
Past U.S. Presidents George W.
images. Akua states in his book that,
Woodson contended that if
Bush and Barack Obama passed and
“educators’ intent on meeting the
African-Americans were not giv-
promoted sweeping reforms aimed
needs of African-American chil-
en an education that would lead to
at improving public education for all
dren must make a calculated effort to constantly and consistently show their students images of excellence, achievement, and authentic power that looks like them.” If intentional efforts of charac-
“If intentional efforts of character building do not include images of African-Americans, students will forever adopt their own subliminal choices.”
ter building do not include images of African-Americans, students will forever adopt their own subliminal
their independence, ultimately they
students, but notably for Hispanic,
choices.
would never enjoy full rights and
African-American, Native American,
Parallels can be drawn regarding
equality. Other African-American
and Native Alaskan students who
current economic, social, and health
activists have expressed similar
lagged behind their white counter-
conditions of African-Americans and
concerns about the need to reform
parts. This “achievement gap” is the
the education that has been provid-
the mind in order for blacks not
disparity in measures of educational
ed. Therefore, education must be
to be in slavery mentally. Reggae
performance among subgroups of
critically examined to ensure that
singer and activist Bob Marley said,
the U.S. students, especially groups
it supports the continuous advance-
“Emancipate yourselves from men-
defined by socioeconomic status
ment of African-Americans. Dr. Car-
tal slavery, none but ourselves can
(SES), race/ethnicity, and gender.
ter G. Woodson, founder of Negro
free our minds.”
Often, the achievement gap conver-
History week (subsequently adapt-
Abolitionist Harriet Tubman
sation sends a subliminal message
ed to become Black History Month),
said, “I freed a thousand slaves. I
that depicts one race as superior to
published The Mis-Education of the
could have freed more if only they
another educationally.
Negro in 1933. He contended that
knew they were slaves.”
Under Bush’s No Child Left
“the Negro” was being cultural-
In recognizing the truth of the
Behind Act (NCLB, 2002), high-
ly indoctrinated and conditioned,
expression that “those who forget
stakes standardized testing became
rather than appropriately taught,
the past are doomed to repeat it”
the norm. Testing was used not to
to ensure their dependency on oth-
(attributed to philosopher George
guide curriculum, instr uction,
ers for basic and vital needs such as
Santayana), it is fitting that we ask
and assessment as intended, but
food, clothing, and shelter. Woodson
the question: Are African-Amer-
as a tool to decide which schools
summed up this view when he stated,
ican students being provided an
were succeeding and which were
“W hen you control a man’s
education that will lead to their
underachieving. Furthermore, test
thinking you do not have to
advancement? Or, quite the con-
results were also used to categorize,
worry about his actions. You do
trary, is education leading to more
marginalize, and label students of
not have to tell him not to stand
dependency?
color.
here or go yonder. He will find
W.E.B. DuBois noted in his 1903
Though the intent of the NCLB
his ‘proper place’ and will stay
book, The Souls of Black Folk, that
practice of identifying students
in it. You do not need to send
the color line would be the major
into subgroups was to promote
him to the back door. He will
issue of the 20th Century. Is it the
the closing of the achievement
JULY-AUGUST 2018 / THE ILLINOIS SCHOOL BOARD JOURNAL
23