600_Module 5 _discussion

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Touro College *

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600

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Anthropology

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Apr 3, 2024

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docx

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1 According to the texts, what were the differences between Washington’s and DuBois’s arguments about education for African Americans? Booker T. Washington and W.E.B Dubois represent opposite views about African American education. They defined the path to education for African Americans differently due to t their diverse backgrounds and worldview. Washington grew up a slave and experienced the hard burden of being African American at that time. Dubois grew up a free man and attended public school then pursued higher education at Havard University (Rury, 2020). Washington ”was deeply impressed by the power of physical labor to impart discipline and spirit of self-improvement" (Rury, 2020 p.102) He emphasized the importance of industrial education for African Americans. He believed in the importance of agriculture, mechanics, and commerce, domesticate service etc. He presented those professions as a way to create better relations with white people (Lumen Learning, 1895, 1903). He supported an education for African Americans that equipped them with manual and industrial skills (Rury , 2020). Washington also encouraged the establishment of commercial relationships between African Americans and successful white businessmen. (Lumen Learning, 1895, 1903). Dubois believed that blacks should get a higher education that would open Equal opportunities for them in society. He wanted African Americans to pursue education and equip themselves with knowledge and skills to improve their lives and claim equal place in American society (Rury , 2020). Both Dubois and Washington were interested in changing the place of African -Americans in American society at that time. They both defined education as an effective tool to achieve their goal. Although they had similar goals, Dubois insisted on a social movement that would empower African-Americans and let them get equal rights in society. While Washington advocated for self-improvement and racial collaboration 2 According to the texts, how did assimilationist approaches to education manifest in schooling for Native Americans and immigrants? American society was built on the migration movements that led to the inclusivity in American classrooms. With diversity came the movement to assimilate immigrants by forcing them to learn English language as the official language and accept Protestantism as a main church. Americanization laws based on the 1906 Nationality Act allowed some states to make immigrants to attended public schools in the evening. The 1917 Immigration act sought to prevent uneducated immigrants from entering the United States. The government also regulated the number of immigrants who could enter the country (de Jong, 2016).

Assimilation movement of American Culture also included Native Americans. The military style boarding schools were created aiming to segregate Native American children from their parents and communities and impose American culture and ideals (Fear-Segal & Rose, 2016). Education was cleverly used as an effective tool to develop and enforce societal ideals throughout history. Consequently, the school experience was traumatic for children of different cultures, who had to combine American values and their cultural roots. Although today’s American society promotes diversity and acceptance, I experienced the assimilation process as an immigrant. I had to adjust to my new environment but did not necessarily abandon my own culture or beliefs. The difference is that assimilation has become a gradual adaptation and learning rather than a forced and painful process. 3 How do multicultural and culturally-responsive approaches to education differ from dominant nineteenth-century views about education? Due to immigration, American society became a huge melting pot and had to create a revolutionized education system to include all the members of society. Unlike today's schools, the 19th-century education system did not aim to promote inclusivity and freedom of expression. A particular race dominated public education in the past. Public education was used as an effective tool to affect social issues and promote necessary ideology (Rury,2020). Today public education embraces diversity and teachers are trained for culturally diverse classrooms. In the past, people operated with cultural prejudice in daily communication with other members of society. That way of communication influenced the educational system and school life as well. Today there is more room for inclusivity in the classroom, and more teachers are prepared to teach a diverse population. In the past 19 th century educators needed to prepare to teach diverse classes, and schools focused curricula on one demographic (Nieto 2016). Today the curriculum includes topics from different cultural histories, and teachers use modification and differentiation methods to ensure equal learning opportunities for diverse groups including those with disabilities. References: de Jong, E. (2016). Immigrant era: Focus on assimilation. Fear-Segal, J., & Rose, S. (Eds.) (2016). Introduction. In Indian School: Indigenous Histories, Memories and Reclamations. Lincoln, NE: University of Nebraska Press. Lumen Learning (1895, 1903). Primary source: Booker T. Washington and W.E.B. DuBois on Black progress. Retrieved from: https://courses.lumenlearning.com/suny-jcc-ushistory2os/chapter/primary-source-booker-t- washington-and-w-e-b-dubois-on-black-progress-1895-1903/

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