Houston’s plan for utilitarian English instruction incorporates aspects of the vocational and Classical-liberal arts models of education, demonstrating an ideological and pedagogical flexibility that rejects the characteristic polarization of Negro education in the late nineteenth and early twentieth centuries. By challenging the expediency of the vocational-Classical divide, Houston exemplifies the radical self-determinism of the New Negro mentality, reinforcing the demand for internal control over Negro education.
Posted on: Mon, 14 Apr 2014 04:22:09 +0000
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