Museum Club: Bay Area Museum Club

Museum Club: Bay Area Museum Club: This group developed  out of a stimulating Museum studies  class taken in the fall of  2013 in San Francisco, not wanting the enriching ...

The Unsaid & Non-stated

Afrocentric or African Centered Education and advocacy concerning it adoption and implementation clearly was the focus and guiding vision of the Saving the African American Child Summit.  I understood this reality upon registering and because of my undergraduate experiences as a Black Studies major at San Francisco State University had clear expectations of what the summit's content and the framing on a National Black Education Agenda would look like given the philosophical and sociopolitical positions of the NBEA founders and the summits facilitators and presenters. However, If I may dare ask or speak the unspoken are we today oblivious to, ignorant of or unconcerned that as Molefi Kete Asante (1991) argues the basic ideas and constructs of this proposed educational innovation were introduced in 1933 by Carter G. Woodson.  My point being we despite outstanding African Centered scholarship and research and the establishment of community based organizations and national organizations have made little progress in implementing African Centered Schools and/or selling this as a viable education option to African American parents and communities. 

Professor Kmt G. Shockley, from George Mason University in 2008 hit on what I noticed at The Saving the African American Child Summit this last week. He said "For decades, Afrocentric education has been mentioned as a potential resolution to the many academic and social problems being faced by Black children in U.S. public schools, but, ironically, it has rarely if ever been defined and assessed within mainstream discourses".  Ironic, if we want to pursue this solution it will require we engage in conversation and compromise with the mainstream systems of education which educate or mis-educate as it has been well documented; the vast majority of African American Youth.  Now, I don't want to be taken wrong. I enjoyed this Summit and it has provided me personally a needed reigniting of the passion and reasons for my entering education as a profession 30 years ago. My experiences; however, also provide me a new pragmatic and necessary honesty. 

We must not let ideology take precedence over working collaboratively with all who are dedicated to "saving the African American Child" and we should support  a National Black Education Agenda. An agenda that yes, without compromise insists on our children being provided culturally relevant schools and curriculum.  However, we must also honestly address discuss the unsaid and non-stated fact that in advocating for one defined model of all out Afrocentric or African Centered Schools we in my estimation are moving forward without the majority support of both our local communities and the school systems who we need to implement any meaningful reform.  Drawing from Asian philosophy (Buddhism) I'm reminded that according to the Buddha, the "Middle Way" is a life lived between the extremes of self-denial and self-indulgence and here too we may find immediate reforms and steps we can take with the support of both our schools, parents and communities in developing a local Black Education Agenda that would work to save African American children in Alameda County. 

Be and go well and let me know you thoughts.


Joe Hudson     

Dr. Joy DeGruy

This morning's keynote address was led by Dr. Joy DeGruy, acclaimed author of Post Traumatic Slave Syndrome - America's Legacy of Enduring Injury and Healing.  A description of her presentation excerpted from her website:

Dr. DeGruy presents facts, statistics, and documents that illustrate how varying levels of both clinically induced and socially learned residual stress related issues were passed along through generations as a result of slavery.

"If you wish to go fast, go alone, if you wish to go far, go together!"

Joe Speaks!

Reflections from Joe following the first day of Action Group work.

Work Group #9 - Mentoring & Cultural Immersion Beyond the Schoolhouse

Saving the African American Child: Mentoring & Cultural Immersion Beyond the Schoolhouse

Mentoring and Afterschool Programs (this includes other out of school times including weekends and intercession periods) well may offer the most immediate and practical way implement cultural education programs that are designed specifically to “save the African American child. Many current leaders and practitioners in the out of school time profession and school day leaders see the promise and would if there replicable models that have proven records of success in producing measureable outcomes with African American youth implement programs locally. In California however ethnic specific/race analysis and specific programming and interventions to address assessed needs simply put “are not in vogue”!  There’s a delusional comfort in multiculturalism and just seeing people as people and encouraging ideas like diversity as opposed to African center or Afrocentric thinking and solutions to problems of African American child and communities. 

My issue with this approach should be obvious; the data clearly demonstrates that this is a failed strategy.  African American child are by every important statistical measurement of school/academic success are not like everyone else and there is not educational equity. Unfortunately, diversity does not demand equity or culturally relevant education specifically designed to promote academic and cultural excellence in educational institutions serving the African American child and community.  In my action group I so enjoyed talking and learning from by peer both from the Southern United States (Atlanta) and form beyond our borders in Canada and Jamaica. It’s kind of funny as I know we see California as being progressive and ground-breaking and in area like afterschool we’ve committed more resources than all other states combined.  However, the reaction to what perhaps what we would perceive as the more blatant racism and discrimination of these localities has been the development of African Centered, self-sustaining afterschool and mentoring programs that have produced measurable outcomes.  More important, these programs can be replicated and those who have developed and operate these programs are ready and prepared to assist us if we simply ask.

Two viable models that can and should be replicated in the San Francisco Bay Area are HABESHA, Inc. and KAMP KUJICHAGULIA.  We must look beyond California for addressing equity or culturally relevant education during the Out of School Time.  I know I will be working to find ways of connecting afterschool program in the Bay Area with these two outstanding African Centered, self-sustaining afterschool and mentoring programs and will work to replicate these programs in the Bay Area.  One young, amazing Brother Cashawn Myers, the Executive Director of HABESHA, Inc is a phenomenal leader and committed to serving the African American child and community in Atlanta, yes but also across the United States and the Diaspora.  He brings passion, knowledge and resources.  Let’s reach out!

We are One

Joe Hudson

Reflections on Day One of Summit

I"m left with an internal conflict as I am a child or the sixties, have a degree in black studies and have always considered myself an African Centered Scholar and for that matter an African man.  However, although I have studied the works of Dr. Leonard Jeffries, applaud and celebrate the life, legacy and struggle of Bobby Rush and forever I'm indebted to my Dr. Wade Nobles, one of my professor and a prime mover in my transition from being a Negro/Black Man in America to understanding who I am, an African living in America; I'm troubled that I didn't see the passing of the torch, the acknowledgement that A new generation of African Centered Scholars with a vision and an agenda for today have arrived and are ready receive the blessing of their elders to take on the mantles of leadership. In Africa, yes there are elders that have tremendous influence but there are also chiefs and other leaders both male and female who come from the ranks of young to middle age adults that meet and confer with their esteemed elders but they both govern and and carry out the work of the "village". All honor and praise to our elders but also let us hear the voices and embrace the leadership of a new generation of freedom fighters. 

One love,

Joe Hudson

The Challenges of Connecting Spirituality and Public Education

Here's another thought-provoking post by my colleague Joe Hudson.

Enjoy!
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 By Joe Hudson | October 12, 2012 11:57 AM

Dr. Wade Nobles, one of my undergraduate Professor reminded me this morning of values that were central to my "being"; central to my purpose of living and my vocational undertakings as a professional educator. However, I'm torn as I struggle with my professional training and indoctrination that seems to in practice move beyond "separation of church & state" to in our interaction with our youth in public schools to denying & invalidate our innate spirituality and hence our humanity.

Dr. Nobles argues "education is the process" and "divine" humans are the outcome. I'm reminded how much my "faith", my spirituality has been in concert with my family's encouragement and support the difference maker in my education attainment, my career advancement, my marriage and family and my life. My maternal Grandmother (Granna); a stately demi-god taught me that many of the blessings we enjoy are manifestation in the physical world of the supplication and prayers of our ancestors and elders. Can we as educators given the realities and challenges of educating African American youth afford if not because of our own spirituality and humanity continue supporting a system education that insists on an unrealistic and harmful education that separates man/women from their source. Education that separate students from their core being, their past & present; their community. As the young folk say, "just keeping it real". We can't be real without acknowledging and purposely promoting spirituality and humanity as fundamental to having any degree of real success in educating African American youth.

One love - Joe Hudson.