By Diane S Pollard
Although faculties with an African-centered academic concentration have existed for over two hundred years, they've got typically been self reliant associations. in the prior few years, the belief of incorporating an African and African-American cultural orientation in public faculties has been explored. This exploration has proceeded in a few methods: in Baltimore, MD, African-centered schooling was once instituted in chosen school rooms inside an differently conventional college. In Milwaukee, and in different towns comparable to Detroit, MI, and Washington, DC, African-centered courses were carried out in chosen schools.
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In addition, the district continued to implement a standard Eurocentric curriculum. Clearly, an alternative solution was needed. SUMMARYAND CONCLUSIONS The establishment of the African American Immersion Schools in Milwaukee reflected thefailure of traditional school models,both locally and nationally, to educate African American studentseffectively. They represented an alternative model aimed at providing African American students educational experiences within the framework of their own history and culture.
26 Implementing AfricanCentered Schools In the1920s, Milwaukee was a forerunner in nationalpolicy by being the first city in the nation offer to low-income housing projects. However, blacks werenot allowed to participate in this innovation. By the mid-l920s, the Milwaukee Real Estate Association had organized to establish a “blackbelt” to contain its growing African American population to two wards in thecity. Furthermore, thesewards were commercially zoned, and no less than 15 junkyards coexisted within the neighborhoods with African Americans.
However, the controversy surrounding their establishment, even within the African American community, illustrated that thiswas not a unified movement. Second,the major impetus for the African American Immersion Schools came from African American educators and professionals in theblack community. Yet they were targeted to poor African Americans who had little input into the decision to establish them. Third, the African American Immersion Schools, as among the firstmodels in the public setting, raised the level of discussion of African-centered educationas a potentiallyviable alternative.