Describe the conditions that black educators faced in continuing their improvement in educating black students as opposed to their white counterparts and how did they work through these structural challenges.
African American (Education) Fugitive Pedagogy Carl Woodson CH 5 & 6
In a minimum of two pages written essay format using paragraphs MLA style, please answer and discuss the following questions:
1. First impressions-What parts of the reading(s) did you find surprising, puzzling, useful, new, already knew, and interesting?
2. Essential message
3. Describe Woodson’s relationship as an abroad mentor to black educators across the United States and how did he assist them in providing a quality education for their black students.
4. Describe the covert operations by black teachers and the collective strategies organized through black teachers’ associations in educating black students about their history in schools that were operated by white superintendents and what challenges did they face.
5. What influence did the National Association of Teachers in Colored Schools (NATCS) have in the development of black educators?
6. Explain the evolution of Negro History Week and Woodson’s motivations for creating it.
7. What were the critiques by Woodson regarding the training of black educators that he brought attention to in The Mis-Education of the Negro (1933)?
8. What are the nine course aims that were developed by Ira C. Bryant as an outline resource for black teachers that taught in local public schools?
9. Describe Mary McLeod Bethune and Albert N.D. Brooks’ contributions in the creation of Woodson’s Negro History Bulletin and how did it transform the learning culture of black schools.
10. Describe the conditions that black educators faced in continuing their improvement in educating black students as opposed to their white counterparts and how did they work through these structural challenges.
11. Explain how black educators and their black students navigated between the American school curricula assigned by white superintendents and the supplemental black education lessons and materials assigned by Woodson and the ASNLH.
12. Describe how black students were considered “substudents” in the American school system.
13. How did Woodson cultivate a black learning aesthetic in classrooms taught by black educators and how it become a resource in black student identity development?
14. Explain the shared vulnerability and shared participation among black teachers and their students in cultivating a black educational heritage and what impression did it have on black students.
15. Significance for African Americans and education
16. Points of agreement/dissension
17. Summary/closing
