In part one of this discourse, I took the opportunity to go into detail, in dealing with some aspect of this topic most have avoided speaking about. This is to serious a topic to beat around the bush, and for too long too many people have been unfairly affected. a people that have been disenfranchised for century is still met with oppression that have defined their life of poverty.
It is interesting that the primary and basic element within the school system that is responsible for inspiring and motivate a white child or children are the same things that is responsible and instills a sense of dejection, rejection and uselessness in the black child. It is too simple to not have been discovered, made known. So the question I must asked is; why this was not dealt with centuries ago.
Let me tease your mind just for a little. For more than three hundred years, the white slave owners, propagated the idea, as if it were a forgone fact that black people, were too stupid to ever learn how to read; however, the slave owners make it totally forbidden for a black person, to be seen with a book, looking at a book or to be seen, looking into a book. The big question is; if black people were too stupid to ever learn how to read, why then were they flogged, within inches of their life, because they were seen, looking into a book.
If reading were outside of their ability, trying to do something they cannot do, is incapable of doing and he will never be able to do; why then, were their actions, or alleged actions met with such harsh and cruel punishment?
Unfortunately, there is one common denominator that acts like an education repellent to black children and an education magnet to white children and this is the teaching of the subject of history.
The history that is encourage and though in and by the west is white or European history, to which other entire none-white world are forced to study, learn and become proficient in white history. the information and the method in which the information is presented does the following things to and for the white student.
1. It gives the white child (even at that age) positive people they can to identify and associate with.
2. It instill a sense of pride in the white child which in turn breaths motivation to participate and succeed.
3. It make that white child feel like he belongs and that which was being thought was created by his people for him.
4. It immediately help the white child, to see their value through their ancestor thus gives them a sense of racial pride; and therefore help them to make the practical connection between, the subjects and everyday life.
The teaching of white history to black children does the complete opposition for a black child or black children, while the white children are positively condition from the time they enters primary schooling and therefore charts a
course to success. In the meantime, the black children are negatively conditioned and is therefore set up to fail.
For the simple fact, the black child, does not have any positive similar ancestor role model with which to associate with; but those who are speak about; in the context of history; that reflect the black child are, only negative role models: Slaves and Slavery the descendants of the conquered and the descendants oppressed.
This is why most black children do not feel like the school system is for them. Although preschool these same black children show such potential, some even shows potentials that can compared to that of genius. This is so because these children are in a history neutral learning environment. An environment where children are though the basic of learning. However, when those same potentially genius children are revisit after they have enter into the conventional school system at five years old, they immediately began to suffer a drastic educational decline.
This type of historical information dissemination is only acceptable the School system of the conqueror, where the conquerors use their culture, their education system, their laws etc. to brainwashed the conquered into a sense of inferiority, while portraying the conqueror as superior.
However, In a system whose law makers have been propagates integrations; The integration intent is not there until the education system integrates the history of the community across the board and began to teach student general history. Until then integration will remain a word.
This is the perfect functioning of a plan that has and is achieving its goal.
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