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DILEMMA OF AFRO-AMERICAN EDUCATION     MOORE

part, or hanging in there by whatever means necessary, the black man has survived, the black family exists, and the black woman has not become an all-purpose neuter being. If Kenneth Clark's doll studies of self-concept in black children say something definitive, it is a testimony to the fact that this is a white dominated society and that dolls as they knew them were white, white, white. "A doll is white" is not necessarily the same as "I am inferior" or "I am ugly." Categorical assumptions such as Moynihan's are deceptive. And we are still missing the point of "struggle" if we only try to shift the emphasis from black to white pathology. Fanon has dealt with the effects of colonization, albeit in Algeria, with more justice to the essential humanity of its victims. Alienation, he says, is never complete. About this there can be no equivocation.

Reading Rhody McCoy's speech, delivered at the University of Wisconsin, is a refreshing experience. Getting off the abstract clime of theoretical debate, McCoy tells just how it was that community control developed as a critical issue in Ocean Hill-Brownsville. Humorously, he recalls the changes the white establishment put the community through as it tried to deal with the conditions that need to be rectified in the schools. Perhaps this virtue, a sense of irony, is overdone; we never get a serious analysis in retrospect of why the movement for community control failed.

In conclusion, after reviewing a fair sampling of the articles included in What Black Educators are Saying, it may be said that if this book, taken as a whole, is an adequate representation of what black educators are actually saying, then we are in drastic need of a major revolution not only of the educational system, but also in the thinking of comtemporary black educators. Considering the inconsistency of the book it is difficult to determine the exact outlines of the issues and alternatives it does present. Dr. Wright, an influential educator who undoubtedly could have given us a more coherent picture of how black educators view their task, fails to do so in this book. The anthology suffers from poor organization and the inclusion of several unsubstantial articles.

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