EDUC 703 LIBERTY UNIVERSITY Pre-Writing Scaffold Assignment _2024.pdf

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Pre-Writing Scaffold Assignment

Whitney Young-Magee

School of Education, Liberty University

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Booker T. Washington &W.E.B Dubois: Influence on Black American Education

Annotated Journal Articles on Booker T. Washington &W.E.B Dubois: Influence on Black

American Education

Publishing. ISBN 9781609423896

The aforementioned book includes a collection of essays that include submissions

advancement in education and further establishment for black people in American

society. The writing compilation will be beneficial to my paper as it showcases the vast

differences in Washington’s bootstrapping ideals based on the notion that “The

enjoyment of all the privileges that will come to us must be the result of severe and

constant struggle rather than of artificial forcing” (Webb, 2022), and Du Bois belief that

the black community will be saved by the black elites in black communities. Washington

while keen on the advancement of black people, focused more on assimilation and the

idea that if black people work hard to become educated and develop their ability to be

productive in society they would advance with hard work and time, Du Bois also focused

on black American advancement but felt that the black elites would establish themselves

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and pull the others up with them, he felt strongly that white did not necessarily mean

better and even went as far as saying that integration could negatively impact black

American educational advancement. The essays in this book highlight their differences

black people. However, his philosophy relied heavily on self-reliance, autonomy, and

Levy, J. (2016) Forging African American Minds: Black Pragmatism, “intelligent labor,” and a

mentions and delves into their educational philosophies and ideas for academic

progression amongst black American people. Particularly there was a specific focus on

W.E.B Du Bois support of a progressive educational approach that integrated an

industrial school pedagogy. There is significant information provided on his wish to steer

black intellectuals away from from classical and anglo saxon means of learning and lean

into Pragmatic Black Consciousness. While readers are still able to see his political

undertones as it is clear that he believed that racism was “entrenched” in society, his

“liberal educational framework of knowledge” is present in this journal (Kendhammer,

2007). The article notes the negative connotation around manual labor that still stands in

the current time period and notes that these forms of university instruction or vocational

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may be more beneficial for some black students than classical curriculum. Booker T.

Washington showed a preference for full integration into the nation. He supported

agricultural and vocational education but was ridiculed tremendously as many felt this

should be manual laborers and not strive for high intellectual achievement.

Lynn, D., Sinitiere, P. L. (2022). W.E.B. Du Bois’s In Battle for Peace: Historical and Political

Perspectives, American Communist History, 21:3-4, 145-149, DOI:

aversion toward Blacks evident in integrated school settings” (Yosso, 2022) to his

association and friendships with communist leaders, he and Washington often differed in

opinions, this article focuses on that of Du Bois. They describe Du Bois’ book “In Battle

for Peace: The Story of My 83rd Birthday” as a part memoir, part polemic that provides

insight into his later years of activism and recalling the fight for black freedom and

advancement. This account is important because it calls into question his later more

radical viewpoints on black American advancement, his 1950s arrest and exoneration,

and his modified ideals prior to his work with the National Association for the

Advancement of Colored People after he was fired. The piece also delves into his thought

process behind running for senate in 1952 at age 82. Historian, Phillip Sinitiere, focuses

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on the book’s emergence creation, and publication. He highlights the activist involved in

the creation of the book and how Dubois felt there was a need for collective commitment

amongst black people in order for there to be true black liberation for oppressed people.

Bois was influenced by them in his “peace crusade”. The article also takes note of his

notions of hypocrisy and caused some to even disregard his work completely. This

publication will be helpful to my paper as it provides an unbiased recollection of, and

Synthesis of Articles on Booker T. Washington vs W.E.B Du Bois

After reading and breaking down these articles it can be determined that they each bring a

different perspective of the two philosophers aforementioned. The Negro Problem offers first-

hand accounts written by Booker T. Washington and W.E.B Dubois providing their thoughts

simply from their own perspective with no analysis or intermission by any outside voices. This

primary source of information provides a true and uninterrupted look into the thoughts and ideas

of the two me. Forging African American Minds: Black Pragmatism, “intelligent labor,” and a

new look at industrial education, provides a look into their thoughts on education and the

emergence of industrial education as it relates to black Americans. While focusing on their

thoughts ideals and inventions around agricultural and industrial education, it also provides

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further insight into the time period and the connotations surrounding the terms industrial

education and black pragmatism. The last article provides insight to their, primarily W.E.B Du

Bois influence by and effect on others. Each article provides a different piece of the puzzle per

Preliminary Thesis Statement: Booker T. Washington vs W.E.B Du Bois

amongst black people. Washington believed in assimilation, he felt that hard work, discipline,

and self-help were the way to advance without antagonizing white individuals. Du Bois believed

Individuals with Disabilities Education Act (IDEA): Inclusion Requirement

inclusion requirement. Using a survey that was analyzed in detail it was determined that

teachers had more positive than negative attitudes toward student with disabilities

inclusion in general education classrooms, behavioral attitudes were the most positive,

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and the affective attitudes toward inclusion were the least positive. This conflicts with

Katharina-Theresa Linder’s study, which showed that regular primary school teachers do

not favor the inclusion of all students when it comes to the concept of inclusion for all

toward inclusion, which is particularly helpful due to the human predisposition to

how teachers genuinely feel about inclusion in the classroom, using a well-thought-out

questionnaire. The responses opened the door to more ideas about teachers’ feelings and

Bea Francisco, M. P., Hartman, M., & Wang, Y. (2020). Inclusion and special education.

Education Sciences, 10(9), 238. doi:https://doi.org/10.3390/educsci10090238

This article provides an overview of the history of special education and attempts

to provide insight into whether or not special education and inclusion have truly achieved

their goals for students being served. The study conducted and conclusions drawn are

more broadly focused. There are both beneficial and negative aspects of special

education. It was shown that the root cause of issues in special education can be

attributed to the significant shortcomings as it relates to providing a clear definition,

standards, and objectives for inclusion and least restrictive environments. There is a

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current “inherent dilemma” around the definition of inclusive education, there are strong

feelings suggesting that all inclusion implies exclusion (Qvortrup, 2018). Additionally,

there are concerns about the absence of familiarity and mindfulness of the provisions of

implementation. Several ideas were included to suggest changes to improve the

in depth special education laws, standards and objectives that can be clearly interpreted.

disabilities. This is primarily due to the inadequate adaption of general education

standardization at the primary and lower secondary levels of education. This makes it

more likely that teachers will not be able to efficiently meet the needs of students with

disabilities. The study was conducted by performing structured formal interviews and the

results indicate teachers noticed that individuals with disabilities are more likely than

their peers to “fall by the wayside” (Nilsen, 2020) when in general education settings.

This primarily affects students who tend to be soft-spoken and reserved. Teachers also

stated that when working with large groups of students to follow up with and having

limited class time, they find it difficult to as much attention as needed to those who may

need further assistance. Inclusive education is said to promote “A sense of belonging and

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fosters a culture of respect through a positive learning environment that enables each

student to participate and develop to their full academic, social, emotional, and physical

potential” (Paul, 2022), but while they may be progressing socially, concerns lie with the

Synthesis of Articles on Individuals with Disabilities Education Act (IDEA): Inclusion

Based on the information received it seems that while Inclusion education may have

positive intentions and are even perceived well by educators there is a question of whether the

Inclusion Requirement

The Individuals with Disabilities Education Act (IDEA) was established in 1990, with an

inclusion requirement embedded. There is doubt that inclusion is academically fruitful for

students with disabilities. Many improvement ideas have been suggested following prior studies,

however, further investigation is needed to ensure that the inclusion requirement is meeting the

goals set by legislators.