W.E.B. DuBois life and role in the history of education - Essay Example

?William Edward Burghardt Du Bois Life and Role in the History of Education Introduction William Edward Burghardt Du Bois was an influential African American intellectual leader in the United States, who lived between 1868 and 1963. As a sociologist, historian, civil right activist, Pan-Africanist, author, editor and educator, W.E.B. Du Bois explored scholarship, integration, national self determination, human rights, cultural and economic separatism, politics, third world solidarity, expatriation and international communism as possible solutions to the issue of racism that was prevalent in the twentieth century America society in which he lived (Lewis, 2001). W.E.B. Du Bois emerged in the limelight through his opposition to Booker T. Washington alleged idea of accommodation as a solution to the problems affecting the African-American population (Calhoun et al., 2009). In place of the idea of accommodation, W.E.B. Du Bois advocated increased political participation of African Americans to ensure civil rights and challenged African-Americans to achieved greater successes in their endeavors and become exceptional leaders in their communities to ensure progress of the African-American race. Indeed, W.E.B Du Bois suggested that African-Americans should focus on obtaining higher education in the liberal arts as this will equip them to negotiate and change a society that is dominated by racism, hate and prejudice (Alridge 2008). As a mixed-race son of a lone impoverished mother, W.E.B. Du Bois faced challenges that shaped his educational ideology. He worked after-school to support himself and his mother, who could not work as a result of stroke. His childhood experiences and those at school; in addition to the relationships he forged while at schools nourished his ideology that education provides the means through which African American can advance their socio-economic standing. Life of W.E.B. Du Bois: events that shape his thoughts W.E.B. Du Bois was born on February 23, 1868, in Great Barrington, Massachusetts, to Alfred Du Bois and Mary Silvina Burghardt Du Bois (Alridge, 2008). Great Barrington, where W.E.B. Du Bois grew up, was a predominantly Anglo-American settlement. His maternal family was part of the relatively very small black population in Great Barrington while his father, who was of a mixed race – French Huguenot and African – was from Haiti (Wolters, 2003). Before W.E.B. Du Bois was two years old, his father deserted the family. While still young, Du Bois’ mother suffered stroke that rendered her incapable of working. Thus, the family relied on charity from family members and the income from W.E.B. Du Bois after-school work. The predominantly white population of Great Barrington notwithstanding, Du Bois never felt separated while at school (Du Bois, 1903). In fact, some neighborhood whites rented Du Bois and his mother a house in Great Barrington (Du Bois, 1903). However, a certain experience during a game of “calling cards” when a white girl refused to accept his card on the basis of his skin color, led him to the realization that racism is ingrained in the thinking and life of some people in the American society (Du Bois, 1903). As a young boy working to support his incapacitated mother and himself, he realized early in life that education holds the key to the door of economic and social emancipation and betterment of not only his family but that of other African-Americans. His successes in his academic pursuit confirmed his belief and also equipped him in his quest for the empowerment of African Americans. Encouraged by his teachers, who recognized his intellectual potentials, he majored in classical courses in high school (Du Bois, 1903). He attended Fisk University, Harvard University and University of Berlin. His study stay at Berlin led to his intellectual maturation as he was opportune to study under German prominent social scientists. He also travelled extensively throughout Europe during his study at Berlin. These experiences and relationships nourished and shaped W.E.B. Du Bois educational ideology (Alridge, 2008). Indeed, his scholarly work was centered on a theme that advocated liberal arts education for African Americans (Alridges, 2008). He argued that liberal art education will equipped African Americans to develop the intellectual skills needed to negotiate and change the American society that was dead in racism. Indeed, W.E.B. Du Bois strongly believed that economic emancipation could only be achieved through education. This belief was not farfetched given his personal economic experiences. Indeed, his economic position was changed from depending on financial support from family members to an independent and influential leader of his time through education. Furthermore, these relationships and experiences led W.E.B. Du Bois to call on African Americans for achieve successes in the respective endeavors and to become exceptional leaders in the respective communities (Alridges, 2008). Indeed, this was the foundation of his opposition to Booker T. Washington idea of accommodation with Jim Crow separation between whites and blacks and disenfranchisement of blacks in the South (Calhoun et al., 2009). Rather, W.E.B. Du Bois campaigned for increased political participation and representation of blacks as a solution to the issue of civil rights and racism. He also championed the formation of black elite who would work for the progress and betterment of the black population. In fact, Du Bois advocated social activism, racial solidarity and verbal persuasion as tools for the social emancipation of the African Americans (Lewis, 2001). Raised as a liberal New England Congregationist, W.E.B. Du Bois became a self-described freethinker during his stay in Europe (Du Bois 1903). He, however, studied religion, in fact; he contributed to the sociological study of religion. He focused on the Baptist Churches, where majority of the black population were brought up. He believed in the inherent capacity of religion in concurrently fostering good and evil. For instance, with regard to the black community, W.E.B. Du Bois suggested that religion could provide comfort for African Americans as they could share their common experiences and struggles. Furthermore, he maintained that religion congregation could serve as communal centers as strangers are easily integrated into the community by belonging to a religious organization. On the other hand, W.E.B. Du Bois held religion responsible for the social injustice and the class disparity as found in the American society of his time. Educational Ideology of W.E.B. Du Bois W.E.B. Du Bois childhood experiences in addition to his experiences and relationships while studying at Fisk University, Harvard University and University of Berlin shaped his educational ideology. Indeed, his firmly believed in the role of education in the economic and social emancipation of African Americans. Initially, he advocated the study of liberal arts as against vocational training as the only way of achieving economic liberty. He contended that liberal arts provide the skills that help in negotiating and changing the current civilization that is rooted in racism (Alridges, 2008). In W.E.B. Du Bois point of view, educated citizenry is the only way to economic freedom as least for African Americans. Thus, educating African Americans go hand in hand with advancing their economic and social position in the American society. With the passage of time, W.E.B. Du Bois continued to advocate education, equity and socio-economic advancement of African Americans. He, however, developed interest in building greater cohesiveness among African Americans. He advocated that African Americans should have control of their public schools and a voice in the curriculum (Alridges, 2008). Though at this time he tolerated vocational training as a tool in the socio-economic advancement of African Americans, he maintained that education should go beyond the frontiers of vocational training. As racial tension increased between African Americans and the some of the white population, W.E.B. Du Bois encouraged African American youths to become activist against laws such as the Jim Crow law and to take direct actions to obtain their basic right to justice and liberty. Though he was not against integrating schools, be believed that integrated schools – racially mixed schools – would not address the socio-economic and academic needs of African American children. Thus, he advocated separate schools for African Americans (Alridges, 2008). In W.E.B. Du Bois point of view, for African Americans to succeed, they must develop their own economic plans (Alridges, 2008). This plan should include educating African Americans and empowering them in Black colleges and universities. He also suggested that the education of African Americans should not focus exclusively on the liberal arts but should also embraced vocational training. In W.E.B. Du Bois opinion, the best approach in educating and empowering African Americans is a broader education the encompassed liberal arts and vocational training. This approach will lead the socio-economic advancement of African Americans and help them to become leaders in their respective communities. Significance of W.E.B. Du Bois Ideology W.E.B. Du Bois was an acclaimed educational scholar and highly respected by the 1960s. His ideas made him famous and he was embraced as a world citizen except by the United States government. Among his greatest achievements was the idea that education provides the key to the socio-economic emancipation of African Americans. Though he initially restricted education to liberal arts – he later advocated a combination of vocational training and liberal arts - , it is true that education is the key to the socio-economic advancement of any person and society. Furthermore, W.E.B. Du Bois later advocated a broader education curriculum that encompassed vocational training and liberal arts. These approach, according to him, leads to advancement and greater successes for African Americans. Indeed, such a holistic curriculum will be useful in producing a broadminded scholar at the high school level but may defect the purpose of higher education, which Du Bois also advocated for African Americans. Focusing on a particular aspect of curriculum, for instance liberal arts or vocational training will produce better opportunity and leadership for advancement and successes. The idea of African American controlling their public schools and having a voice in the development of the academic curriculum is wholesome and welcome. Indeed, this is not only true for African Americans but also for all peoples. This will truly lead to socio-economic emancipation of peoples if the goals and objectives are set and diligently work on. The idea that racially mixed schools will not be helpful to African Americans is self defecting. The Harvard University and University of Berlin, where W.E.B. Du Bois studied and gained the experiences that shaped his ideology were not racially segregated schools. Though this idea was formed in the light of the racial tension prevalent in his time, segregation will deepen and nourish the racial tension. Racially mixed schools provide opportunity for the white to discover and appreciate the potentials of the African Americans as W.E.B. Du Bois teachers did. It also provides African Americans the opportunity to be challenged and thereby offered their best. Racially mixed schools is also an avenue for the integration of the society as the African American and “European Americans” communities will assimilate each other cultures and see each other as equals. References Alridge, D. P. (2008). The Educational Thought of W. E. B. Du Bois: An Intellectual History. New York. Teachers College Press Calhoun.C., Gerteis, J., Moody J., Pfaff S., Virk I. (2009). Classical Sociological Theory. Oxford. Blackwell Publishing Du Bois, W.E.B. (1903) The Soul of Black Folk. New York. Bantam Classic Lewis, D. L. (2001) W. E. B. Du Bois: The Fight for Equality and the American Century 1919–1963. New York. Owl Books  Wolters, R. (2003). Du Bois and his Rivals. Columbia. University of Missouri Press Read More