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DOCUMENT RESUME ED 038 466 UD 010 026 AUTHOR Levey, Rose DOCUMENT RESUME ED 038 466 UD 010 026 AUTHOR Levey, Rose Marie Walker TITLE Black Studies in Schools: A Review ofCurrent Policies and Programs. Education U.S.A. Special Report. INSTITUTION National School Public Relations Association, Washington, D.C. PUB DATE 70 NOTE 50p. AVAILABLE FROM National School Public Relations Association,1201 16th St., NeW., Washington, D.C. 20036(Stock No. 411-12746; $4.00) EDRS PRICE EDRS Price MF-$0.25 HC Not Available fromEDRS. DESCRIPTORS *African American Studies, Cultural Education, *Curriculum Development, *EducationalChange, Educational Innovation, Educational Policy,Ethnic Studies, *Instructional Materials,Negro Education, Negro History, School Districts, SchoolSystems, Social Studies, *State Departmentsof Education, Textbooks ABSTRACT This review, by the editors of "EducationU.S.A.," surveys school systems across the country and lists outstanding programs relating to black studies in schools. Contents include: black studies--pros andcons; black studies and the schools--where do they stand?; black studies and the states--whathave they done?; and, case studies of the fifteen school districts--Philadelphia, Cleveland, San Francisco, Harvey (Ill.), Berkeley,Buffalo, Los Angeles, Evanston, Providence, SanMateo (Calif.), Madison, Washington (D.C.), Rochester, and New YorkCity. The case studies deal with programs in some detail, often includingmaterials published and/or used by the school districts.A concluding section reviews the status of black studies today.The following suggestion and guideline items are appended: (1) Suggestions from Los Angeles City Schools--use of 'Negro history materialsin social studies classes in eleme.,:ary schools;(2) Suggested guidelines foran inservice course in human relations--fromthe Board of Education, New York City;(3) Seven guidelines for introducingNegro history in the classroom--Flint, Michigan; and, (4) Guidelines from the Nevada State Depa.ment of Education, for use in selecting multiethnicmaterials. (RJ) This Is an EDUCATIONU.S.A. SpecialReport several Since it was founded in 1958Education U.S.A. has introduced new dimensions toeducational journalism in theUnited States. Its weekly newsletter on education scans majordevelopments in preschool tograduate level education. The editors selectfrom hundreds of sources what seems most significant or interestingfor the newsletter's readers. TheWashington Monitor section is a current report onactivitiesat the U.S.Office of Education, Capitol Hill, anci otherfederal agencies involved ineducation. Each year the editors prepare aspecial handbook of articles ontrend- making subjects in Americaneducation, The Shape of Education. Occasionally, the editors decide that some aspectsof education are important enough to be covered indetail through special reports. This is the fourteenth report of this type. Education U.S.A. publications are publishedby the National School Public Relations Association. Theweekly newsletter Education U.S.A. is published in cooperation with theAmerican Association of School Admin- istrators, the American Association ofSchool Librarians, the Association for Supervision and CurriculumDevelopment, the Department of Elemen- tary School Principals, and theNational Association of Secondary School Principals. It is published weekly, Septemberthrough May, and twice in the summertime. Subscriptions are$21 a year. Address orders to the National School Public RelationsAssociation,1201 16thSt., N.W., Washington, D.C. 20036. This Special Report, Black Studies inSchools, was produCed by the staff of Education U.S.A. .It was writtenby Rose Marie Walker Levey. The editors are indebted to the school districtstaffs and personnel froin state departments of education who responded tospecial Education U.S.A. surveys on blackstudies. Additional copies of Black Studies in Schools maybe ordered from the National School Public RelationsAssociation, 1201 16th St., N.W., Washington, D.C. 20036. Prices: single copy,$4; 2 to 9 copies, $3.60 each; 10 or more copies,$3.20 each. Stock #411-12746. COPYRIGHT 1970 NATIONAL SCHOOL PUBLIC RELATIONSASSOCIATION PROCESS WITH MICROFICHE AND PUBLISHER'S PRICES. MICROFICHE REPRODUCTION ONLY. , n.v "1E U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE Of EDUCATION THIS DOCUMENT HAS SEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. 131.41K-C311K SPTILTIZCIUMS 1:Dir MIC"firTCOCOXAS A Review ofCurrent Policies and Programs ANOVERVIEW Most of the nation's schools have discovered, much to their chagrin, that they have been inadvertently perpetuatinga great injustice to minority races. The problem, pinpointed by the minorities themselves and byconcerned educators, is now clearly in focus: the role of the black, Mexican-American, and Indian in American life has often been ignoredor inaccurately portrayed in curriculum materials. Now that the shortcoming has been recognized,a rush is under way from coast to coast to make up for past inadequacies. "Black studies" have become, almost overnight, an "in" term among educators. And minority groups have been exerting unusual pressure to bring about quick changes in curriculum.As a result, confrontations over the issue have becomecommon between the minori- ties and school policy makers. Even districts with few or no minoritygroup students have become concerned about treatment ofminorities in their class- rooms. They realize, as do districts with largepercentages of minority students, that schools must doa better job in helping students understand and appreciate their fellow Americans of different racial andcultural heri- tages. And districts also realize they havean obligation and responsibility to help minority students find their cultural identity. With pressures mounting for change, black studies have becomeone of the most controversial curriculum issues in Americaneducation. The develop- ment of a rash of new programs by districts has placed suddenpressure on the publishing industry to producenew integrated textbooks and supplementary books by and about minorities. For most districts, black studies programs have beena hurriedly developed effort of the late 1960's. Often they have been locally designedas districts learn by trial and error. Nearly all programs are toonew to be termed either a success or a failure. Almost every district with Table of Contents a black studies program has An Overview 6N/ plowed its own ground. To gath- 1 c, er material for this report, the Black Studies: Pros and Cons 2 Black Studies and the Schools: editors of EDUCATION U.S.A. sur- v-t Where Do They Stand? 3 veyed school systems across the Black Studies and the States: country and asked state depart - What Have They Done? 5 ments of education to list out - Case Studies of 15 School Districts 9 standing programs in their Conclusion: The Status of states. The results of this Black Studies Today 38 survey are found in the fol- Guidelines and Suggestions 40 lowing pages. Permissionto reproduce this copyrightedwork has been granted to the Educational Resources information Center (ERIC) and to theorganization operatingunder contract with the Office of Education to reproduce documents in- eluded in the ERIC system by means of microfiche only, but this right is not conferred to any users of the micro- fiche received from the ERIC Document Reproduction Service. Further reproduction of any part requires per- mission of the copyright owner. BLACK STUDIES: PROS AND CONS Carroll F. Johnson, formersuperintendent of the White Plains(N.Y.) Public Schools: "The demand for more informationabout the Negro contribu- tion to our history is alegitimate demand. It can hardly be questioned by schools to lead any reasonableadult. Naturally, it would be better for the the students, rather than theother way round.But no matter who does the leading--or who seems to lead, andwho seems to follow--enlightenedschool leadership will ultimately channelthe forces of social change into con- structive paths." Larry Cuban, former director,Cardozo Project in Urban Teaching,Wash- ington, D.C.: "It is naive to expect that the racismand poverty in our country which have producedthe damaged whites and Negroesand the racial friction that exists can beexorcised by 'Color-Me-Brown'books or lessons realize that the on CrispusAttucks.Educators and historians must come to school as it is presently organizedcannot deliver increasedself-esteem and interracial harmony throughinstructional materials until theconditions in America that degrade its citizens areeradicated." Arthur W. Lewis, professor ofeconomics and internationalaffairs, Princeton U.: "Every black student should learn someAfro - American history, and study various aspects ofhis people's culture, butthe place for him to do this compulsorily is inthe high school, and thebest age to start this seriously is even earlier, perhapsaround the age of 10." Mark R. Shedd, superintendent,Philadelphia Public Schools: "We well know that students who lack aclear sense of identity or who areconfused about their heritage will probably notlearn and are ill-equipped forthe world of work. Thus, it may well be true thatthe study of Afro-American history might play a vital role inthe development of a blackstudent." Louis R. Harlan, professor ofhistory, U. of Maryland: "I appeal to you to give compensatoryemphasis to the role that blackpeople have played in the American past, but onthe other hand to avoid the newdistortions
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