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SELF-IMAGE
POUSSAINT

The pattern of teaching white supremacy has been part of the educational process in both "integrated" and segregated schools throughout the United States.**
The curricula of most American schools knowingly or unknowingly teach white racism. History is presented almost entirely according to the white man's mythology and black history is either disparaged or ignored. Indians are continually ridiculed and made to appear as savage and ignorant. Even though the red man was murdered and his land stolen by white settlers, he is still pictured as "the bad guy" who savagely abused the good-intentioned, Christian, white man. White revolutionary leaders such as George Washington, Paul Revere, are portrayed as grand and glorious heroes. On the other hand, black slave revolutionaries such as Nat Turner are depicted as ignorant, misguided and perhaps deranged ingrates. In effect, white history has frequently encouraged the black man to contentedly accept his state of oppression in America.
Textbooks and other teaching materials have usually presented the model of the white middle-class to be emulated and aspired to by blacks. The styles of life and language in books meant to teach spelling, reading and history were white models that were often divorced from the realities of life of the black child. How could he feel that he was a worthwhile human being if he was not white and living in a clean suburban house like Dick and Jane? Negro models and heroes are seldom presented for the black youngster to emulate. In fact, if he took the textbooks seriously, he might feel that black people don't even exist: a complete negation of the black man's sense of self.
Many school activities that center around religious worship espouse a white God, a white Virgin Mary, and a white Santa Claus. Goodness and purity are said to be "white" and badness and sin are said to be "black." The black child has to fight, feeling a sense of doom from the very start. Cultural material that is taught normally focuses on European-Christian traditions and little is presented about Asian or African life, history or culture. Even in colleges where so-called "Contemporary Civilization" is taught, information about black cultures and African history is omitted. How is a black student to feel a comfort in being black if blackness is constantly negated and only whiteness legitimized?
But the schools are only one way in which children are "educated."
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**Kvaraceus, W. C. et al, Negro Self-Concept: Implications for School and Citizenship, McGraw-Hill, Inc., New York, 1965.

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---------- Reopened for Editing 2024-02-13 10:04:32