periences for many African American children. Moreover, as the themes are also made part of the content and substance of the curriculum, children further can become more consciously aware of these themes. This can serve as a springboard to critical analyses of the children's challenges in the American social order and thus promote these themes' efficacy in the children's lives. In turn, this can lead to discerning how such cultural themes can be used as vehicles for personal, familial, community, and societal enhancement. Such an enterprise surely can lead as well to a wider purpose for the schooling of African American children and enriches what is to be connoted by school success ( Ladson- Billings, 1994).
Schools for black children should be sites for talent development. They should accomplish a range of objectives. They should prepare these children to acquire a broad range of marketable skills but also prepare them to appreciate their cultural legacy and to use it to be proactive contributors to changing their own life circumstances and to enhancing the life quality of others in their community if not in society at large.
Preparation of this chapter was supported by a grant from the U.S. Department of Education Office of Educational Research and Improvement (OERI) to the Center for Research on the Education of Students Placed at Risk (Grant Number R117D40005). The views expressed in this chapter are those of the author. No OERI policy should be inferred.
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