Defining the margin as affirmation---Writing instruction at Central State University: A history of empowering difference and effective learning. William H. Hamilton

ISBN: 9781109087512

Published:

NOOKstudy eTextbook

131 pages


Description

Defining the margin as affirmation---Writing instruction at Central State University: A history of empowering difference and effective learning.  by  William H. Hamilton

Defining the margin as affirmation---Writing instruction at Central State University: A history of empowering difference and effective learning. by William H. Hamilton
| NOOKstudy eTextbook | PDF, EPUB, FB2, DjVu, AUDIO, mp3, RTF | 131 pages | ISBN: 9781109087512 | 8.25 Mb

This dissertation is an examination of a particular moment in the history of writing instruction at Central State University, a Historically Black College or University (HBCU) in Wilberforce, Ohio. Central State chose to re-design its EnglishMoreThis dissertation is an examination of a particular moment in the history of writing instruction at Central State University, a Historically Black College or University (HBCU) in Wilberforce, Ohio.

Central State chose to re-design its English curriculum as a key part of its efforts to transform a normal college for the training of Black teachers into a liberal arts university. It became a university at a time in history when the U.S. Supreme Court in the case Brown vs. the Board of Education, Topeka, Kansas had ruled segregated public schools unconstitutional. This decision had far-reaching educational ramifications beyond public schools, grades K through 12. It also helped precipitate the civil rights movement of the 1960s that demand for social change for African-Americans.-Even as the need for HBCUs was being brought into question by those who favored school integration, Central State chose to strengthen its curriculum as it applied to Black students.

Central States approach was based on strict conformity to Edited American English in an environment that also re-enforced their particular African-American heritage. The duality of Black people operating in two cultural modes had been called a double-voiced-identity by W. E. B. Du Bois, and was promoted as an effective educational philosophy by the universitys administration so that graduates would be equally qualified to lead in the Black community and thrive in mainstream society.-This approach to educating Black students years ago is presented here as one way of understanding and challenging the Achievement Gap of Black students today.

Accounting for the disparity in the performance of White and Black students in the writing classroom has been a major goal of composition scholars for some time. This study examines how one HBCU addressed the needs of Black students in a way that might show mainstream institutions how to raise the performance of culturally marginalized students.-The Introduction and Chapter One of this dissertation provide the historical and theoretical context for this study.

Chapters Two and Three use the universitys archives to detail the particular methods used at Central State to shape an English curriculum. Chapter Four situates Central State as one HBCU among many adapting to new social and political realities and deciding how to serve Black students most effectively.

Chapter Five argues that Historically Black colleges should remain one of several choices open to students today. HBCUs have become good examples of how best to acknowledge cultural difference within an increasingly diverse academic environment.



Enter the sum





Related Archive Books



Related Books


Comments

Comments for "Defining the margin as affirmation---Writing instruction at Central State University: A history of empowering difference and effective learning.":


vercors-bien-etre.com

©2013-2015 | DMCA | Contact us