Education in African Americans Community - Essay Example

? Education in African Americans Community The issue of education in African American communities has often found its wayinto public and scholarly debates in equal measure. This has come as a result of the agreeable lower quality and less appreciation of education in these communities as compared to areas occupied by the whites. The situation is one largely resulting from historical factors as well as continued neglect. All the same, continued interest can only boost the current situation. Hopefully, in the next decade the situation will be much better and quality as well as appreciation will have reached peak levels. To help in the inquiry and analysis of the current situation of education in the African American communities this study utilizes the Burke’s Dramastic Pentadic Criticism. This is a five stage approach which examines five aspect of a narration or situation these five are agent, act, agency, scene and purpose. Introduction African Americans are one of the most academically disadvantaged people marked by low literacy achievement. This is irrespective of the fact that African Americans are the subject of continuous focus in literacy based studies in United States. The current state of African Americans education is mainly due to historical factors which enforced segregation. This meant that discrimination against these individuals was officially recognized and enforced by the state government. This hindered equality in the social circles and this permeated through to the education sector (Belgrave, 2009). The greatest challenge for the African Americans was that they were historically considered slaves. This meant they had very few rights and education was not obviously one of the rights. In the absence of education, some few religious set ups realized that this was largely promoting inequality and sought to act. This was by availing education opportunities, at the forefront was the French Catholics in Louisiana in 1600s and Quakers in the 1700s, these were largely based in Pennsylvania. Such localized approaches meant that education opportunities could not be holistically provided to all African Americans especially those living in other states (Taylor & Philips, 2005). The situation would be worsened by state governments which refused to grant equal education opportunities to their black population irrespective of whether they were free or not. The injustices directed to the African Americans in terms of education would later remain unaddressed for so long that they were generally accepted by the policymakers. A slight change came after the Civil War where most Blacks achieved some form of freedom and continually became aware of their entitlement to education amongst other rights (Murrell, 2002). However, marked improvement would only be registered in the 20th Century following political activism and civil activism led by such distinguished leaders as Martin Luther King Jr. Such activism brought to the limelight the great injustices and the continued segregation of the black community. However, it was still impossible to address the historical injustices (Morris & Morris, 1999). Besides, most African Americans had already formed a notion that education was not for them and they were resigned to disadvantaged positions and hard and dangerous street lives. Literature review The above discussion offers a brief synopsis of the historical factors that have contributed to the current dire situation of education among African Americans. This is irrespective of the marked improvement that has taken place in the past half a century or so. This study seeks to provide a rhetorical criticism of education in the African American Community as represented by the discussed factors amongst other emerging issues characterizing the same. The rationale for this criticism is as presented by Kenneth Burke under, Burke’s Dramastic Pentadic Criticism. Burke’s Dramastic Pentadic Criticism Burke’s Dramastic Pentadic Criticism is a five stage process which seeks to dissect the issue under consideration in five constructs, these are: agent which seeks to ask the question who, act which asks what, agency which asks how, scene which asks where and purpose which asks why (Foss, 2009). The argument behind use of this approach is to get to the centre of the conversation or issue by seeking to understand the themes as well as those pushing these themes and for what reason. Analysis Burke’s Dramastic Pentadic Criticism in African America’s education In respect to the approach, the first consideration is the agent or as interpreted who of the debate or issue under consideration. This is properly defined under the study’s guidelines and identified as the state of education in the African American community. At the start of this criticism a brief recap of education among the African was given. It is important to identify that education among African American community is yet to achieve the same level of acceptance as is the case in other areas dominated by whites. This as established is a result of historical factors which make it hard to cultivate acceptance and appreciation at the same level as in the white communities (Jackson, 2001). However, this should not dispel the fact that marked improvement has been made over the years especially after the Supreme’s Court ruling in Brown v. Board of Education which identified separate education as inherently unequal in 1954. Separate education meant that African Americans schooled in separate schools from their white counterparts. This paved way for inequality which created differential in quality and support by the federal and state governments. The second subject under Dramastic Pentadic Criticism is the stage or as interpreted the inquiry on what? This study is based on the issue of education as represented by it is status and position among African Americans. In regard to its status, education is yet to achieve the required status among the African American population. This is irrespective of the registered progress in mentorship and continual capacity by the department in charge of education. Additionally, the status of education among the African American population has constantly been an issue among the proponents of equal opportunities (Belgrave, 2009). This has been informed by the fact that lack of adequate education or lack of enough African American enrolling and completing school will forever disadvantage the community as education remains one of the most effective way of promoting economic and social equity. In terms o position, a good number of African Americans still do not consider education as a means of getting them back at per with other communities who have historically dominated social and economic circles (Freeman, 1998). Though the number is dwindling with increased advocacy for education a good number of them still think street life, sports and entertainment is the preferable way in achieving equality and cementing the position of African Americans in the economic and social circles. The third consideration under the Dramastic Pentadic is agency or as elaborated an inquiry into how the above situation has come to be. The unfortunate status of education in the African American community has largely been a result of negligence, inequality and unfair distribution of resources. The issue of negligence concerns governance both in reference to the state and federal governments (Hopkins, 1997). Before the requirement of equal education among all races the government had largely been negligent of the status of African Americans in regard to education. This did not change even with the Supreme Court declaration; the government had to be prompted to action by continual activism. Similarly, inequality in regard to African American education opportunities characterized all the previous centuries. As evident in the brief look, this was also the case in the better part of the 20th century; such inequality greatly informed the current take and view of education among the African Americans (Evans, 2009). Lastly, this inequality was informed by one major factor resources, this is in regard to human resource (teachers and education administrators) which would have ensured quality education as well as construction of education facilities to accommodate the largely neglected and segregated grouping. The fourth consideration is scene, or where. Largely, education opportunities have always been there especially in metropolitan areas which have traditionally accommodated variant racial groupings. The greatest problem has been the chances accorded to some of the racial groupings such as the African Americans (Edwards et al 2010). Historically, these were mainly segregated and accessed lesser education opportunities as compared to their white counterparts. The situation seems to get worse with the areas where African Americans are the major race. Though current efforts are the same irrespective of the situation or race, historical injustices have ensured that there is still that gap that needs to be addressed through increased commitment of resources (Denbo & Beaulieu, 2002). These include personnel to underline the importance of education as a means of addressing past injustices as well as a way of improving their livelihood. The fact emerging from looking at these areas, largely occupied by African Americans is that much more needs to be done. The last consideration is purpose or a question on why the study. A look at the status in education in the African American community is based on two factors. The first is to objectively determine the actual situation with an intention of evaluating what has been done and the effects of the same on the community. The second factor is determining the course of action to address questions or issues emerging from the inquiry. This is modeled towards developing a solution for any issues with an aim of ensuring equality in regard to education. Following this analysis it is important to establish this study as a pragmatism agency. Burke identified that a pragmatist views the world in terms of how it works and not in merely what the universe is. Throughout this study, the inquiry has been involved in determining the situation of education which is more a reference on how this has played within the African American community living in United States. This establishes a situation in the overall world and as pragmatism dictates it represents how the world functions. Summary Burke’s Dramastic Pentadic is an approach which has helped in identifying the current situation of education among the African American communities. The analysis has helped in objectively identifying the issue and initiating an analysis through which the reader can clearly understand the situation. Holistically, the pentadic approach is one that establishes a rationale through which social situations such as the state of education can be evaluated in terms of its genesis as well as its current status. This has been evident through the different stages established by the approach and used to discuss the status of education in African American communities. References Belgrave, F. Z. (2009). African American girls: Reframing perceptions and changing experiences. Dordrecht [Netherlands: Springer. Denbo, S., & Beaulieu, L. M. (2002). Improving schools for African American students: A reader for educational leaders. Springfield, Ill: C.C. Thomas, publishers. Edwards, P. A., McMillon, G. T., Turner, J. D., & Lee, C. D. (2010). Change is gonna come: Transforming literacy education for African American students. New York: Teachers College Press. Evans, S. Y. (2009). African Americans and community engagement in higher education: Community service, service-learning, and community-based research. Albany: State University of New York Press. Freeman, K. (1998). African American culture and heritage in higher education research and practice. Westport, Conn. [u.a.: Praeger. Foss, S.K. (2009). Rhetorical Criticism: Exploration & Practice (4th Edition). Prospect Heights, IL: Waveland Press. Hopkins, R. (1997). Educating black males: Critical lessons in schooling, community, and power. Albany, NY: State University of New York Press. Jackson, C. L. (2001). African American education: A reference handbook. Santa Barbara, Calif. [u.a.: ABC-CLIO, Inc. Jackson, J. F. L. (2007). Strengthening the African American educational pipeline: Informing research, policy, and practice. Albany: State Univ. of New York Press. Lomotey, K. (2010). Encyclopedia of African American education. Los Angeles: SAGE. Morris, V. G., & Morris, C. L. (1999). Creating caring and nurturing educational environments for African American children. Westport, Conn: Bergin and Garvey. Murrell, P. C. (2002). African-centered pedagogy: Developing schools of achievement for African American children. Albany: State University of New York Press. Taylor, G. R., & Phillips, T. (2005). Improving the quality of education for African-American males: A study of America's urban schools. Lewiston, N.Y: Edwin Mellen Press. Read More