Read the article and then add some ideas

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timer Asked: Oct 3rd, 2018
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Read the article and then add some guidelines. You don't have to read everything, you just have to read part of it and write an outline. About 300 words. And then ask 6 questions , Questions should demonstrate that you have done the reading.

Outline for Case of Reparations Goal: Providing reparations to African Americans for the time and labor that was treacherous and lost. Problems to address and fix: • Part I: Wealth Gap -The following will be given to African Americans in redress for the pain inflicted, and wealth taken from their communities. - Housing: a new FHA (NFHA) will be commissioned to buy up vacant homes in suburbs, and urban areas, and offer them to African Americans that are currently stuck in low income communities at 50% of each property. In addition to this a quality of home check will be conducted on each house before they are fit for sale. To further address the tortures wrought by our own government failing farms and businesses may be eligible for takeover by those in the community with proper qualifications. These businesses will be offered government subsidy, until they, or the African American community has been deemed recovered. - The United States will give a lump sum of $30,000 to African Americans. This does not give back the time and suffering that they endured but it will help free them from poverty. It will also offer African Americans that are established a push in the right direction, or an infusion of capital to start creating black business. Children and young adults under the age of 24 will be put in to complimentary schooling; including busses, meal plans, and other aid as necessary. • Part II: Education stimulus -To promote education throughout lower income communities we promise to financially support the education systems in low income neighborhoods. Especially in those that have been determined to have targeted African American communities and individuals (whether through the FHA or any other means). - In the interim until these and further educational reforms have been worked upon our schools, (largely those in our cities) we intend to fund scholarships to local private institutions of esteem and repute. As well as offering bussing to those students throughout our K-12 system whose parents would prefer a public school for their child. - Additionally, money and educational resources will be allocated to the promotion of after school clubs, and athletic programs within the public education system. Again in schools where it is deemed necessary -Furthermore, we pledge $20,000 annually for a period of four years to any African American students who wish to receive a higher education -Those over the age of 24 without a high school diploma will be offered free classes until they have obtained a GED We hope to see a 20% increase in African Americans with a college degree in 8 years, as well as a 40% increase in the African American GDP over the course of the next 10.
FAMILY ENGAGEMENT IN EDUCATION JULY 21 – 24, 2015 P ro g r a m s i n P ro f e s s i o n a l E d u c at i o n Wednesday, July 22 3:30 – 5:00 p.m. Critical Race Theory Daren Graves and Raygine DiAquoi Overview Many educators take pride in not being able to see color when they look at their students, believing that colorblindness is the remedy for racial inequity in schools. Unfortunately, colorblindness reinforces the very patterns of behavior and practices that marginalize racialized communities. How do we acknowledge race without reproducing racism? This session provides participants with an overview of Critical Race Theory and its applicability to education. Participants will understand the way that racism impacts the communities they serve, assess the way that race and colorblind racism operate in their institutions, and identify strategies for creating racially equitable educational environments. Required Reading Coates, Ta-Nehisi (2014) The Case for Reparations http://www.theatlantic.com/features/archive/2014/05/the-case-forreparations/361631/ Hill-Collins, P. (2009). Another Kind of Public Education: Race Schools, the Media and Democratic Possibilities, Boston, MA: Beacon Press, 40-81 Bonilla-Silva, E. (2014). Racism without racists: Color-Blind racism and the persistence of racial inequality in the United States (Chapter 2). Maryland: Rowan & Littlefield Publisher, Inc. Study Questions 1. Race is often described as a “social construction”. What does this mean to you? And, if we can agree that race is a social construct, to what end has race been socially constructed in the U.S. context? 2. What, if anything, is the difference between racial prejudice/discrimination and racism? 3. Patricia Hill-Collins describes four domains of power we need to consider in trying to understand how racism and oppression work. Given our “post-racial” environment, why do we need to consider all four of these domains to understand how racism can operate in our contemporary context? 4. What are the ways in which people can justify racist attitudes, dispositions, policies, and laws without engaging in the language or rhetoric of overt racism?

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Microtutor_Burchu
School: Duke University

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Anonymous
Outstanding Job!!!!

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