ERIC ED427097: Multicultural Education: Ways To Utilize the Historically Black Land-Grant Agricultural Programs.

9 Pages·1998·0.17 MB·English

by  ERIC

DOCUMENT RESUME
ED 427 097
UD 032 676
AUTHOR
Walker, C.; Bandele, O.; Mellion, D.
TITLE
Multicultural Education: Ways To Utilize the Historically
Black Land-Grant Agricultural Programs.
PUB DATE
1998-00-00
NOTE
7p.
PUB TYPE
Opinion Papers (120)
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
*Agricultural Colleges; Agricultural Education; *Black
Colleges; Black Education; *Cultural Awareness; Educational
History; Higher Education; Information Dissemination; *Land
Grant Universities; *Multicultural Education
ABSTRACT
The historically black land-grant institutions, sometimes
referred to as "1890" institutions, have achieved many agricultural successes
that can be used effectively in the multicultural education movement. These
institutions have recently celebrated over 100 years of progress and
productivity through teaching, research, and service to a culturally diverse
world, and they have many lessons to offer multicultural education. After
giving an historical overview, this paper offers five ways to utilize the
historically Black Land-Grant Agricultural Programs:
(1) black achievements
in agriculture can be described and published as books and curriculum
materials for children and adults;
(2) a black history video series could be
developed that depicts the achievements of black scholars and agricultural
researchers;
(3) agricultural textbooks and educational materials should
include the agricultural achievements of blacks and other minorities;
(4) the
contributions of black agricultural scientists and educators could also be
highlighted in computer-based and multimedia presentations; and (5) the
successes of the Centers of Research Excellence at the various 1890
institutions could be profiled. (Contains 10 references.)
(SLD)
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Multicultural Education:Ways to Utilize the Historically Black Land-Grant
Agricultural Programs
Walker, C., 0. Bandele and D. Me Ilion
Southern University and A&M College
College of Agricultural, Family and Consumer Sciences
Baton Rouge, LA
U.S. DEPARTMENT OF EDUCATION
Improvement
Office of Educational Research and
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Multicultural Education: Ways to Utilize the Historically Black Land-Grant
Agricultural Programs
Walker, C.
0. Bandele and D. Me Ilion
,
Southern University and A & M College
College of Agricultural, Family and Consumer Sciences
Baton Rouge, LA
ABSTRACT
There are arrays of successes at the 1890 agricultural institutions that can be used to
advance the knowledge about multicultural education. These institutions have
recently celebrated over 100 years of progress and productivity through teaching,
research and service to our culturally diverse world. The culturally diverse faculty
and staff at these 1890 institutions are playing an integral part in the training of the
multicultural work force for the 21st century and beyond. This paper offers
suggestions on ways to utilize these historically Black land-grant agricultural
programs.
HISTORICAL OVERVIEW
The historically Black land-grant institutions sometimes referred to as "1890
institutions" have wealth of agricultural achievements that can positively impact the
multicultural education movement. A knowledge, understanding and appreciation of
the historical inception, mission, the infinite struggles and achievements would be of
enomorous benefit to proponents of multicultural education.
The First Morrill Act of 1862, provided for the establishment of land-grant
institutions in each state. The act provided for the education of white individuals in
agriculture, home economics, and the mechanical arts. The mission was tripartite
(teaching, research and extension) in scope. However, Black Americans were not
allowed an education at these 1862 institutions because of segregation. The First
Morrill Act of 1862 did provide for the "separate but equal" institutions; only
Alcorn State University was given land-grant status. The other states provided for
separated schools that were called "normal schools" to educate and train Black
Americans. These "normal schools" did not gain land-grant status until the U.S.
Congress passed the Second Morrill Act in 1890.
The Second Morrill Act of 1890 also created additional Black institutions. The
mission of these institutions was to provide for the education of Black individuals in
agriculture, industrial and the mechanical arts. The reason for the delay in granting
,land-grant status to the Black institutions was that the federal government was
unsuccessful in gaining cooperation from the states with "normal schools." The 1890
institutions consist of 17 institutions located in 16 states. Table 1 shows a listing of
the 1890 institutions and dates of inception. It should be noted that Tuskegee
Institute is not a land-grant institution. Tuskegee is associated with the Black land-
grant institutions because it practices the land-grant philosophy throughout its
history.
Table 1. The 1890 Institutions and Dates of Ince Hon.
Institutions
Date of Inception
Lincoln University
1866
Alcorn State University
1871
South Carolina State College
1872
University of Arkansas-Pine Bluff
1873
Alabama A & M University
1875
Prairie View A & M University
1876
Southern University
1880
Tuskegee University
1881
Virginia State University
1882
Kentticky State University
1886
Nniversity of Maryland-Eastern Shore
1886
Florida A & M College
1887
Delaware State College
1891
North Carolina A & T University
1891
Forth Valley State College
1895
Langston University
1897
'
Tennessee State University
1912
Source: USDA/CSCRS. 1986. Agricultural Research at the 1890 Institutions
The struggle of these institutions continued due to the lack of funding for teaching,
research, extension and facility development. In essence, the Black institutions were
primarily teaching colleges until 1972: In 1972, a small influx of federal dollars was
appropriated for agricultural research. These funds allowed the 1890 scientists to
develop research programs to help address various agricultural problems and issues
of local, regional, national and international importance. Through this tedious
struggle, a number of success stories and noted achievements emanated. The cultural
diversity and richness of these institutions are numerous with achievements of
Blacks and other minorities during this period. These institutions are academic and
research repositories of achievements, which is the heart of multicultural education
goals and objectives.
4
MULTICULTURAL EDUCATION PERSPECTIVES
Duhon-Sells, 1992, stated that the multicultural education thrust will be the key
element in the restructuring of the educational system in America as it prepares for
the twenty-first century. She also stated that there is a need for a new paradigm in
addressing the issues related to implementation of multicultural concepts in the
education curriculum at all levels. There are many approaches to multicultural
education. Grant and Sleeter (1985) and Sleeter and Grant (1988) stated five
education
multicultural
of
approaches
English-speaking
The
countries.
in
approaches were teaching the exceptionally and culturally different; human
relationships; single group studies; multicultural education; and education that
focuses on multicultural and social reconstructionist. Grant (1992) explicitly stated
that these five approaches often require different policy, curriculum, instructional
goals and objectives.
Black land-grant
research programs have attained
agricultural
institutions
numerous achievements that can positively impact the multicultural education
movement. Tangential to the agricultural success stories is an infinite number of
success stories of historical and noteworthy importance that have been achieved
emanating from
at
other
scholars
these
in disciplines
institutions.
The
accomplishments cut across cultural levels.
Walker and Jacobs (1992) stated that a successful multicultural education outreach
must be holistic in nature. They further mentidned that all segments of our society
must reflect the cultural pluralism of our nation. The changes must be more than
rhetoric and deeper than foods, facts and famous individuals of different cultures.
Similarly, the focus on the contributions of Blacks in agriculture by multicultural
curriculum developer, educators, publishers and administrators should be more than
George Washington Carver and Booker T. Washington. Notwithstanding these
noted agricultural scientists, the achievements of other agricultural scientists and
programs are noteworthy. The 27 type of curriculum materials listed by Boyer
(1990) and Modern (1992) are excellent mediums to depict these achievements. The
achievements of Blacks in agriculture can be used in the following ways:
WAYS TO UTLLIZE THE HISTORICALLY BLACK-LAND GRANT
AGRICULTURAL PROGRAMS
1. Black achievements in agriculture can be published in various types of
multicultural books and curriculum materials for preschoolers and children in
grades K-12, as well as books for adults.
5
2. A Black history video series can be developed on Black American's agricultural
life and accomplishments since the beginning of humanity. The video series
should depict noted accomplishments inclusive and beyond George Washington
Carver and Booker T. Washington.
Agricultural textbooks and materials should include the agricultural
3.
achievements of Blacks and other minorities. These materials must not be
implemented as an add-on to the curriculum for minorities only; it should be for
all students.
Computer-based programs, interactive learning systems, creative generic multi-
4.
media presentations via video and use of satellites could be used effective in
noting the contributions of Black agricultural scientists and educators.
Highlights of successful Centers of Research Excellence at the various 1890
5.
institutions could be noted.
SUMMARY
The 1890 agricultural research programs accomplishments have made a positive
impact our nation. We must not overlook any entity that can positively impact the
multicultural education movement. The Black agricultural research programs are
able to and stand ready to be an active participant in the multicultural education
movement.
REFERENCES
Association of Research Directors. 1990. "An Investment In The Future: Food and
Agricultural Research At the 1890 land-grant Colleges and Universities."
USDA/CSRS 1890 Programs. Washington, D.C.
Boyer, J.B. 1990. Curriculum Materials for Ethnic Diversity." Center for Black
Leadership Development and Research. Lawrence, Kansas. Pg. 8-9.
Empack Publishing Company. 1990. Black Scientists and Inventors. Chicago,
Illinois.
Duhon-Sells, R. 1992. Toward Education That Is Multicultural: Visions for
Multicultural Education for the 21st Century." Pg. 14-17.
6
,
Grant, C.A. 1992. Toward Education that is Multicultural: Multicultural
Education: "Examining the Whv, What, How." pg. 10-13.
Grant, C. and Sleeter, C. 1985. "The Literature on Multicultural Education, Part
One. "Educational Review, 37: pg. 97-118.
Modern.1992. Educational Resource Guide. St. Petersburg, FL.
Sleeter, C. and Grant, C.A. 1988. Making Choices for Multicultural Education.
Columbus: Merrill Publishing Co.
USDA. 1986. "Progress and Productivity through Research and Service."
Agricultural Research At the 1890 Institutions USDA/CSRS.
Walker, C., Jacobs, R. 1992. Toward Education That is Multicultural:
"Multicultural Education: The Outlook, Outreach and Outcome for the 1990's
.
Chapter 7:36-41.
epartmentofEducadon
U.S.
LE3
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