Up From Slavery An Unfinished Journey

For a period of eighty-five years, the M Street / Dunbar High School was an academically elite, all-black public high school in Washington DC. As far back as 1899, its students came in first in citywide tests given in both black and white schools. Over this eighty-five-year span, approximately 80 percent of M Street / Dunbar’s graduates went on to college even though most Americans, white or black, did not attend college at all. Faculty and students were mutually respectful to one another, and disruptions in the classroom were not tolerated. Yet in this era of best practices, this public high school has received virtually no attention in the literature or in policy considerations for inner-city education. The Dunbar High School today, with its new building and athletic facilities, is just another ghetto school with abysmal standards and low test score results despite the District of Columbia’s record of having some of the country’s highest levels of money spent per pupil. The purpose of this study is to explore the history of a high school that was successful in teaching black children from low-income families and to determine if the learning model employed there could be successful in a modern inner-city public education environment.

For a period of 85 years, the M Street/Dunbar High School was an academically elite, all-black public high school in Washington, D.C. As far back as 1899, its students came in first in citywide tests given in both black and white schools. Over this 85-year span, approximately 80 percent of M Street/Dunbar's graduates went on to college, even though most Americans, white or black, did not attend college at all. Faculty and students were mutually respectful to one another, and disruptions in the classroom were not tolerated. Yet, in this era of best practices, this public high school, whose founders experienced slavery and segregation firsthand, has received virtually no attention in the literature or in policy considerations for inner-city education. The purpose of this study is to explore the history of a high school that was successful in teaching black children from families at all income levels to excel and to determine if the learning model employed in the past could be successful in a modern inner-city public education environment.

Discover the inspiring journey of Booker T. Washington in Up from Slavery, a poignant memoir recounting his rise from enslavement to become a prominent leader in higher education. With unwavering determination, Washington shares invaluable insights into the power of education and self-reliance in overcoming adversity.

Without clear direction, without understanding of one's past, without heroes (including women) and positive role models, without family, without connections to neighbors and a viable community, without social tranquility or firm rootedness, without at least one parent who can be at home to parent, without community control, power, and influence, without a reference group with whom to identify, without stability of one's personal world, without clearly designated leaders, without hope and a clear vision of life's expectancies and survival prospects, without a spiritual and moral centeredness, there is chaos. Where there is chaos and lack of vision, the people perish. Without economic opportunity and outlets to release despair and anger, without a feeling of safety and security, without an unlimited future, without controls on the use of drugs, violence (including gun violence), and sexual promiscuity, without responsibility and consequences for inappropriate behavior, without responsibility as well as rights, without commonly agreed upon expectations for structure and discipline, without religious, family, and personal values to help connect people, without concern for the collective as well as the individual, without nurture, without a circle of support from a responsible, caring parent, coach, teacher, grandparent, minister, neighbor, or community member, without someone who will take the time to reach out to make one feel special and valued, the children suffer and the people are dysfunctional. Where there is dysfunction, the people are a threat to themselves and the institution of family and society. How do you promote ways to shape success out of circumstances, so as, to empower future generations to come? The expression of music, especially in African American spiritual and gospel tradition provides insight into how trials, threats, and traditions have sustained us over the generations. Whether we are talking about our personal storms, or our family, societal, or global threats, the first stanza of an old gospel hymn, written fifty years ago by Ruth Caye Jones, entitled, "In Times Like These" rings true, inspires, and calls out to each generation still today: "In times like these, we need a Savior, We need an anchor; In times like these We need a friend; Be very sure, be very sure, Your anchor holds and grips a Solid Rock."

Powerfully synthesizing major currents in the field, this book addresses the issue of inequality across American politics and society, using race as a lens for the exploration of major themes in American history. It considers the concept of race as a social construction, against the background of the historical struggles for “fairness” in a society based on the framework of democracy, whose principle is that majority’s consent be necessary for the fulfillment of “justice.” Foregrounding problems of race, capital, and political economy, it particularly examines the connections between race and class, the relationship of slavery and national politics, and the distinctive intellectual framework that Americans have developed to discuss “race.” Offering a detailed account of civil rights legislation, an overview of immigration law and policy, and comprehensive overviews of debates about affirmative action, immigration, and the causes and solutions to racialized urban poverty, this book emphasizes what is distinctive about the United States and offers a unique comparative framework for thinking about America’s racial past.

Inspired by love of country, her Italian heritage, and this nation’s ongoing quest to raise its children to aspire and achieve their greatest dreams, Jeanne Allen wrote An Unfinished Journey, which uniquely challenges us to think big about the education of our youth. The author—a well-known pioneer and veteran of education policy, politics, and culture—provides a compendium of powerful yet brief essays that will have parents, policy makers, and the general public both laughing and crying at the way the nation’s education institutions have developed or mishandled all that it takes to help children achieve their greatest potential. From musings on Columbus Day to how kids behave in school and from the role of parents to politicians, this book is a uniquely informative and instructive firsthand account of the people, policies, and players that have shaped American education and why it matters. Combining a fascinating personal story with political acumen from more than thirty years in the arena, Allen paves the road to finishing the journey to the American dream.

Up from Slavery is a striking autobiography tracing the journey of Booker T. Washington. Born into a slave house, he had a tough time navigating the prejudices labelled on him and his community. The story meanders through various ups and downs during the most pivotal point in the African American history. From his struggle for education to him receiving an honorary degree from Harvard University, he continues to be an inspiration for the younger generations. The book remains evergreen by having stood the test of time and geographical boundaries ever since its publication in 1901.