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Unbank the Fire; Visions for the Education of African American Childrenby Janice E. Hale
Synopses & Reviews
In her highly acclaimed work Black Children, Janice Hale argued that the difficulties many African American children have in school result from differences in learning style that are deeply rooted in African American culture. Now, in Unbank the Fire, Hale asks a new question: What sorts of extraordinary measures are needed to overcome these differences and let black children reach their full potential in school and beyond? Her answer: none.
I named this book Unbank the Fire, Hale writes, because I do not believe that extraordinary measures are called for to assist African American children in reaching their potential. All that is necessary is for this society to remove the ashes that historically and presently stunt their development.
Book News Annotation:
Hale (early childhood education, Wayne State U.) further develops the theses of her earlier book, Black Children, and argues that African American culture should be considered in designing educational practice for African American children. She analyzes the historical context of upward mobility, discusses the cultural milieu that provides the framework for African American values and behavior, and describes an early childhood demonstration program.
Annotation c. Book News, Inc., Portland, OR (booknews.com)
This text asks what sorts of measures are needed to let Black children reach their full potential in school and beyond. It argues that no measures are called for to assist African American children in reaching their potential except for society to remove the ashes that stunt their development.
The highly acclaimed author of Black Children recounts the stories of her own parents' upward journey to educational and economic success, using these biographies to show how African Americans have historically used education to achieve upward mobility. Illustrated with Hale's family snapshots and historical and contemporary photographs.
Includes bibliographical references (p. -226) and index.
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