Summary of research For National Council on Educating the Black Child Convention held April 2011
“Rebound in the face of Reform”
By
Jeffery D. Robinson, Ph.D.
This scholarship seeks to properly contextualize the educational situation facing African American children in the American educational system. Additionally, this presentation will speak to those counter ideological and political forces that continue to hinder adequate/sufficient educational achievement for Black/children of color across the nation. The intent and origin of these ideologies that condone the continued disenfranchisement and subjugation of Black children will be critically analyzed, identified, and implicated as the root causes of problems within the U.S. educational system. These infrequently identified problems have far-reaching ramifications that require identification as the cause of the very problems they seek to “reform”. To be sure Detroit in just the last decade has become the poster child for educational failure juxtaposed, within a system dominated by politics and antiquated social policies that have become the very definition of “savage and unequal” under the law. Paraphrasing a recent report by Council Of Great City Schools, the educational situation that faces Black children, males specifically has gone ignored for the last 20 years by every major urban school district in the United States. The unanswered question remains why?
Critical examination of those conditions, coupled with the devastating long-term negative effects of a failing educational system, can be termed a travesty of justice, at least, and a crime against humanity, at worst.
In this paper the following questions will be addressed:
1) What are the factors hinder Black/ children of color in American school today? Have there ever been any significant educational reforms implemented to increase the quality of education received by Black children in public schools?
2) Who are the key figures or organizations that promote inadequate and insufficient educational reform in the major urban school districts of the United States?
3) What radical action is necessary to eliminate the educational disenfranchisement experienced by Black children in the United States? Where do we go from here?
In an effort to create a new educational paradigm by which to implement and effectuate lasting educational reform in the United States, this research will examine the Detroit Public School System as the basis and description of an educational emergency that has national implications. This scholarship will concentrate on the socioeconomic (i.e. employment, poverty, and achievement rates) as well as the political climate of city, state, and federal levels that affect educational achievement in Detroit and other public school systems across the country. This research will contribute to the developing field of Critical Race Theory in Education, and further understanding about the two primary forces contributing to Black educational disenfranchisement: 1) structural or institutional racism, the concrete laws, policies, and institutions that legislate educational inequality and 2) symbolic racism, the invisible forces of White supremacist ideology that justifies the unjust distribution of educational opportunity. Ultimately, this scholarship seeks to construct a new vision for progressive educational institutions, which would lead to the assertion of Black agency and educational independence to empower and develop Black children while posing the question; how can Black children Rebound in the face of Reform?