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The Negro race has a rather large share of the last mentioned class" (Woodson 96). While he may feel he is being honest about the Negroes reaction to a white-dominated society and education, it does not seem to serve his race well to call a majority of them fools; in fact, it may help flame racial stereotypes that already exist. He continues, "Hundreds of employees of African blood frankly say that they will not work under a Negro" (Woodson 99). Again, he is reducing his race to stereotypes, and shows is own "educated" prejudice against his fellows. While his book is interesting, thought-provoking, and well researched and explained; Woodson's own tendency toward prejudices removes some of his credence...
He shows how successful "educated" Negroes no longer support their own fellows and their own communities, and turn away from their brothers and sisters who could use their expertise and education to help make their own lives better. These examples all show that indeed, the black people were educated by whites to keep them subjugated and to control them from without.
References
Woodson, Carter G. The Mis-Education of the Negro. Grand Rapids, MI: Candace Press, 1996.
Mis-Education of the Negro Carter G. Woodson was a historian and educator with a prominent role in the Black community and a great interest in issues facing the Black community. Especially in terms of the role of education in the first half of the twentieth century, aspects of the Black experience that impacted the education of Black people, and what they themselves might want to achieve through an education. His book
Abstract The 1933 book The Mis-Education of the Negro by Carter G. Woodson applies a sociological approach to the study of race and social justice. Like W.E.B. Du Bois and Booker T. Washington, who can be considered his contemporaries, Woodson frames his discourse on social justice in sociological terms. The author shows how the sociological institution of education serves as an indoctrination device, inculcating values and beliefs that inhibit the flourishing
Education Both Woodson (1933) and Howard (2001) agree that the education system in the United States is inherently biased, and that it does not serve the needs or interests of the African-American community. Blacks are systematically excluded from history and the construction of pedagogy in schools. Furthermore, Woodson (1933) points out that there have been few opportunities for African-Americans to join established professions. The message has been that blacks do not
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