By Diane S Pollard

Although faculties with an African-centered academic concentration have existed for over 2 hundred years, they've got commonly been self reliant associations. in the earlier few years, the assumption of incorporating an African and African-American cultural orientation in public faculties has been explored. This exploration has proceeded in a couple of methods: in Baltimore, MD, African-centered schooling used to be instituted in chosen school rooms inside an another way conventional college. In Milwaukee, and in different towns equivalent to Detroit, MI, and Washington, DC, African-centered courses were carried out in chosen schools.

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Many longtime residentswere struggling to cope with economic losses and the concomitant downward mobility engendered by these. In addition, newer African American migrants to the city, who were often attemptingto escape even more desperate conditionselsewhere, were moving into the community. As aresult, the neighborhoodwas characterized by increasing transiency and poverty. This community was not unlike those found in almost all large citiesin the UnitedStates. In many ways, the African American Immersion elementary school reflected the community it served.

In addition, in some public schools, experiments in African-centered education were being implemented o n a limited basis. One of the best known of these attempts was a program in the Baltimore Public Schools in which African American male elementary students were provided with experiences froman Afrocentric perspective for several hours a week (Narine, 1992). However, in 1991, many of the African-centered educational experiments were limitedto pullout programs duringthe school day or after-school programs.

The events leading to and including the establishment of the African American Immersion Schools can be summarized in terms of the threemajor issues identified in the Introduction. First, they represented both the continuation of African Americans’ historicalefforts to obtaina viable educationfor their children. However, the controversy surrounding their establishment, even within the African American community, illustrated that thiswas not a unified movement. Second,the major impetus for the African American Immersion Schools came from African American educators and professionals in theblack community.

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