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Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms

Taking rights and obligations to be intimately tied within a full human rights educational regime, I argue for the role of education in establishing and realizing freedom from poverty as a human right.

Washington had a controversial approach to education, but one that enabled him to raise funds and support from whites. Because education for African Americans was illegal during the years of slavery, many whites in the south were still opposed to the idea of education for all, and often institutions of education for African Americans were the target of hate crimes and vandalism.

Washington provided an industrial and agricultural education for his students, much like the education he received at the Hampton Institute, as a way of limiting the backlash against his school from whites.

He claimed that African Americans could advance their social status through hard work, without ending segregation.

It is not easy for the Black America to empower itself when all the odds appear to be against the community. Many members of Black America find themselves being afraid to participate openly in the political and economic processes that might empower the Black Community. This fear has led many in Black America to believe that they must exhibit a racelessness persona in order to achieve vertical mobility in America.

Education is a tool that Black America must use for social change, to educate its youths, and to correct the mis-education of and about the Black Community.

lack educators and writers must commit themselves to helping Black America define itself. The capacity to untangle the complex racial, social and cultural human experiences in the United States of America, that helped to define Black Americans, seems to elude the Black Community. Educators are needed to help untangle the meaning of racial stratification and its impact on the Black identity (politically, socially, culturally, and economically). Thus the identity of the Black Community suffers.

Goldthorpe posits three requirements for moving toward a less class-based society. First, the link between individuals' social origins and their schooling must increasingly reflect only their ability. Second, the link between their schooling and their eventual employment must be strengthened by qualifications acquired through education. And third, the link between schooling and employment must become constant for individuals of differing social origins.

But it seems clear that higher education does not promote social equality as effectively as it often claims to do and as it is popularly perceived to do.

suggesting the need to overcome a black male mentality deformed and paralyzed by racial-colonial oppression through the process of psychologically transformative revolutionary action.

Because the widespread education of women was not common until the nineteenth century, the arena of British and American literature was once largely male dominated: the role of women was most often to inspire rather than to create. Since then, however, the literary contributions of women have become increasingly important. More and more women have become storytellers, poets and prophets, the authors of dreams and ideas--the voices to whom we listen.

You so-called Blacks, Hispanics and Native Americans has allowed an enemy to control your mind. You have allowed a devil to control your mind.

The so-called white man decides what is taught to you in school and these so-called institutions of higher learning

You Blacks and Hispanics are killing each other in the ghettos now because this white devil has you one against the other and his ways have become your way.

Conventional wisdom says that while some disparities remain, things have generally advanced for Black people in America and today they are advancing still. People like Obama and Oprah are held up as proof of this.

Take employment: Black people remain crowded into the lowest rungs of the ladder...that is, if they can find work at all. While many of the basic industries that once employed Black people have closed down, study after study shows employers to be more likely to hire a white person with a criminal record than a Black person without one, and 50% more likely to follow up on a resume with a “white-sounding” name than an identical resume with a “Black-sounding”2 name. In New York City, the rate of unemployment for Black men is fully 48%

Black infants face mortality rates comparable to those in the Third World country of Malaysia, and African-Americans generally are infected by HIV at rates that rival those in sub-Saharan Africa. Overall the disparities in healthcare are so great that one former U.S. Surgeon General recently wrote, “If we had eliminated disparities in health in the last century, there would have been 85,000 fewer black deaths overall in 2000.”5

oncern for humanization leads at once to the recognition of dehumanization, not only as an ontological possibility but as an historical reality. And as an individual perceives the extent of dehumanization, he or she may ask if humanization is a viable possibility. Within history, in concrete, objective contexts, both humanization and dehumanization are possibilities for a person as an uncompleted being conscious of their incompletion.

The oppressors who oppress, exploit and rape by virtue of their power, cannot find in this power the strength to liberate either the oppressed or themselves. Only power that springs from the weakness of the oppressed will be sufficiently strong to free both.

But almost always, during the initial stage of the struggle, the oppressed, instead of striving for liberation, tend themselves to become oppressors, or "sub-oppressors." The very structure of their thought has been conditioned by the contradictions of the concrete, existential situation by which they were shaped. Their ideal is to be men; but for them, to be men is to be oppressors.

company coughs up only between 10% and 20% of hourly store workers’ insurance premiums, while it picks up a generous 80% for most corporate employees and restaurant managers. Making matters worse, hourly workers not only shell out most of the cost of their McHealthcare — amounting to $710 in 2011 — but they’re entitled to coverage of only $2,000 a year. Corporate employees, on the other hand, have unlimited benefit allowances.

Smith lived with an alcoholic mother who became a prostitute; a brother and sister who committed suicide; and a father whose fanciful dreams kept Smith moving from place to place, unable to continue his education past the third grade.

The immediate social environment is primarily responsible for criminality in our society, e.g., broken families, poor parenting, low quality educational experiences, delinquent peer relations, poverty, lack of equal economic opportunity, inadequate socialization to the values implicit in the American culture, etc.

Crime occurs when the forces that bind people to society are weakened or broken. When the social bonds that individuals have to parents, peers, and important social institutions like the school or the workplace are strong, they fear that their criminal activity may jeopardize their relative position in society and refuse to run the risk of losing meaningful social relationships, careers, etc. Generally, adolescents have weaker bonds to conventional society than adults.

"is sit down and look through cases where the criminals had been arrested. I listed how old [the perpetrators] were, whether they were male or female, their level of education. Did they come from broken families? Did they have school behavioral problems? I listed as many factors as I could come up with, and then I added them up to see which were the most common."

"The basic premise is that behavior reflects personality," explains retired FBI agent Gregg McCrary. In a homicide case, for example, FBI agents glean insight into personality through questions about the murderer's behavior at four crime phases:Antecedent: What fantasy or plan, or both, did the murderer have in place before the act? What triggered the murderer to act some days and not others?Method and manner: What type of victim or victims did the murderer select? What was the method and manner of murder: shooting, stabbing, strangulation or something else?Body disposal: Did the murder and body disposal take place all at one scene, or multiple scenes?Postoffense behavior: Is the murderer trying to inject himself into the investigation by reacting to media reports or contacting investigators

Among those in the profiling field, the tension between law enforcement and psychology still exists to some degree. "The difference is really a matter of the FBI being more oriented towards investigative experience than [academic psychologists] are," says retired FBI agent McCrary.

After his parents separated, Smith lived with an alcoholic mother who became a prostitute; a brother and sister who committed suicide

and a father whose fanciful dreams kept Smith moving from place to place, unable to continue his education past the third grade.

In his twenties, Smith has a falling out with his father. They had built a hunting lodge in Alaska, a venture which quickly failed, and after a Page 183  |  Top of Article violent episode where each tried to kill the other, they parted ways.

At the funeral for Brother Tod Clifton, whose murder is one of several epiphanies, or moments of illumination, in the novel,

the invisible man looks out over the people present and sees "not a crowd but the set faces of individual men and women."

The doctrines of the Nation transformed the chaos of the world behind prison bars into a cosmos, an ordered reality.

Malcolm finally had an explanation for the extreme poverty and tragedies his family suffered, and for all the years he had spent hustling and pimping on the streets of Roxbury and Harlem as "Detroit Red."

ruth be told, we human beings are very good at refusing to accept facts or scientific evidence we do not want to hear. There is a long history of our doing so. It is a history that continues to this day.

In the nineteenth century, the predominant theory of ignorance was grounded in the notion of information access. People were ignorant, went the belief, because they did not have access to information. They could not know what they needed to know. From that follows the natural supposition that simply by finding a way of providing access to information, ignorance will depart, and knowledge will emerge.