What differences account for disagreement between DuBois & Washington
What differences account for the disagreement between DuBois and Washington on the issue of education? Make sure you define the two opposing schools they represent—industrial education and higher ed
What differences account for the disagreement between DuBois and Washington on the issue of education
What differences account for the disagreement between DuBois and Washington on the issue of education?
Make sure you define the two opposing schools they represent- also, industrial education and higher ed,
and also, relate them to the authors’ life experiences.
More Details;
In addition, two great leaders of the black community in the late 19th and 20th century were W.E.B. Du Bois and Booker T. Washington.
However, they sharply disagreed on strategies for black social and economic progress.
More so, their opposing philosophies can be found in much of today’s discussions over how to end class and racial injustice, what is the role of black leadership,
and what do the ‘haves’ owe the ‘have-nots’ in the black community.
Additionally, Booker T. Washington, educator, reformer and the most influentional black leader of his time (1856-1915) preached a philosophy of self-help, racial solidarity and accomodation.
He urged blacks to accept discrimination for the time being and concentrate on elevating themselves through hard work and material prosperity.
He believed in education in the crafts, industrial and farming skills
and the cultivation of the virtues of patience, enterprise and thrift.
This, he said, would win the respect of whites and lead to African Americans being fully accepted as citizens and integrated into all strata of society.
W.E.B. Du Bois, a towering black intellectual, scholar
and political thinker (1868-1963) said no–Washington’s strategy would serve only to perpetuate white oppression.
Du Bois advocated political action and a civil rights agenda (he helped found the NAACP).
In addition, he argued that social change could be accomplished by developing the small group of college-educated blacks he called “the Talented Tenth:”
“The Negro Race, like all races, is going to be sav ed by its exceptional men.
In conclusion, the problem of education then, among Negroes, must first of all deal with the “Talented Tenth.”
Lastly, it is the problem of developing the best of this race that they may guide the Mass away from the contamination and death of the worst.”