Briefly explores contemporary Euro-American culture, as it pertains to the alienation of Afro-Americans experienced as a function of racism, arguing that psychiatry, psychology and community mental health in embracing the Freudian tradition are unable to see that the question of mans' alienation requires a recognition of the influence of what…

Adult educators, providing necessary lifelong, comprehensive education, face the major imperative of solving the problem of racism. Numerous other imperatives concerning program design and content must be fulfilled in effectively meeting adult learners' needs. Guidance from the principles expressed in a proposed adult educator's Hippocratic Oath…

In this presentation to the annual conventions of the NAWDAC and the ACPA (Cleveland 1973) the author, a Congresswoman from Hawaii, deplores the practice of some counselors of directing women students into traditional women's courses. She urges college counselors and personnel workers to join in the struggle to achieve equal educational and…

Argues that out of the struggle for human rights, for freedom, the Afro-American community has developed, over an historical period covering two centuries of this Republic, the fullest example of the struggle for consistent democracy; the most mature expression of the working-class democratic tradition to yet develop in the U.S. (Author/JM)

At some point in the development of this nation, and that of most of the Western world, the link between a good education and a good job was broken for blacks. (DM)

White professionals have not utilized a cultural perspective that would enhance practice and capitalize on the uniqueness of an indigenous professional. (DM)

The growth of racism within secondary educational institutions is probably the single most important area that school administrators, teachers, students, and parents must recognize, come to terms with, and initiate positive action against if they wish to live in a free world. (Author)

Contrasts and compares the education of two radically different black groups in order to show how basic political ideologies affect educational policies and practices. (Author/JM)

Argues that William Shockley's position lends itself to racist interpretations which promote prejudice and provide elitist teachers and administrators with another excuse for failing to teach black children. (Author/JM)

Examines the fallacies of black male castration and impotence. (DM)

Every educator in our country is part of the racist society; we are part of the problem and must do something. Each person has to decide what he can and should do. (Author)

Those engaged in teaching history should not shrink from the implications raised by current debates over black history and black attitudes. To study black history is to study American history. (Author/JB)

A survey beginning with the work of those Reconstruction legislatures that asserted free education as a right of the black citizen and concluding with a summary of the multiple forms the black revolt has taken since the 1954 Brown decision. (JM)

Part II of a two-part article (Part I appeared in the Spring, 1970 issue of this journal). Discusses the distortion or neglect of black studies by white American academics, and answers various approaches considered to attack black history and culture. (JM)