Reflections on Black Consciousness and Afrocentrism [electronic resource] / Hugh J. Scott.
This essay offers reflections on Black consciousness and Afrocentrism in the United States, especially as movements in education. The paper opens by recalling the history of oppression and rejection that influences the African American heritage. Next, the essay traces some highlights in the developm...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1992.
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| Subjects: |
MARC
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| 100 | 1 | |a Scott, Hugh J. | |
| 245 | 1 | 0 | |a Reflections on Black Consciousness and Afrocentrism |h [electronic resource] / |c Hugh J. Scott. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1992. | ||
| 300 | |a 14 p. | ||
| 500 | |a ERIC Document Number: ED350359. | ||
| 520 | |a This essay offers reflections on Black consciousness and Afrocentrism in the United States, especially as movements in education. The paper opens by recalling the history of oppression and rejection that influences the African American heritage. Next, the essay traces some highlights in the development of ideas of race consciousness from the early part of the 20th century on. In connection with this theme, it is asserted that Black history has been continually distorted, ignored, and suppressed within the academic community and the educational establishment. The paper traces the development of Afrocentrism and explores its use in education as well as the development of African American studies. A further look at the relation between cultural groups in the United States and the role of Western ideas in the formation of the nation looks at an "Anglo-Saxon conformity model" and a melting-pot model and discusses their limitations. The final section discusses the challenges facing African American scholars and teachers who must maintain scholarly integrity. In addition, the conclusion treats the future of African American disciplines at the nation's universities suggesting that acceptance of this discipline will be resisted and will continue to make slow progress. (JB) | ||
| 650 | 1 | 7 | |a Afrocentrism. |2 ericd. |
| 650 | 0 | 7 | |a Black Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Black Culture. |2 ericd. |
| 650 | 0 | 7 | |a Black Education. |2 ericd. |
| 650 | 0 | 7 | |a Black History. |2 ericd. |
| 650 | 1 | 7 | |a Black Influences. |2 ericd. |
| 650 | 0 | 7 | |a Black Studies. |2 ericd. |
| 650 | 0 | 7 | |a Curriculum Development. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Intellectual Disciplines. |2 ericd. |
| 650 | 0 | 7 | |a Racial Discrimination. |2 ericd. |
| 650 | 1 | 7 | |a Racial Identification. |2 ericd. |
| 650 | 0 | 7 | |a Racial Relations. |2 ericd. |
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