Too Much Schooling, Too Little Education: A Paradox of Black Life in White Societies.

Too Much Schooling, Too Little Education: A Paradox of Life in White Societies, edited by Mwalimu J. Shuiaa. Trenton, NJ: Africa World Press, 1994. 424 pp. 45. 95, cloth; 16. 95, paper. According to editor Shujaa, this collection of essays presents concert-on-paper built upon meaningful parts that meld into dynamic (p. 9). As self-proclaimed orchestra leader of this concert and author of 2 of book's 16 chapters as well as its five section introductions, Shujaa goes on to explain that this dynamic whole is an examination and indictment of schooling of Blacks, especially in United States. It is also, he notes, prescription for African-centered education as alternative or, at best, complement to schooling. The organizing themes of book include calls for following changes in schooling in U. S.: (1) shift from preoccupation with schooling to concern for education; (2) shift in schools' orientation to knowledge to better respect African cultures and perspectives; (3) recognition and accommodation of African American resistance to schooling; (4) embracing of an African-centered pedagogy; and (5) people's assumption of responsibility for education of youth. Shujaa distinguishes between schooling and education in very thoughtful and carefully argued early chapter. The former, he notes, is a process intended to perpetuate and maintain society's existing power relations and institutional structures that support those arrangements (p. 15). The latter is the process of transmitting from one generation to next knowledge of values, aesthetics, spiritual beliefs, and all things that give particular cultural orientation its uniqueness (p. 15). This explanatory chapter is followed by 15 others in which authors describe and advocate for African-centered pedagogy. As background for work reported in this book, editor has included chapter by Jacob Carruthers on Black Intellectuals and Crisis of Education. This is provocative think-piece that should challenge those of us who think of ourselves as members of intelligentsia. Also included is Beverly Gordon's (no family relationship to reviewer) comprehensive epistemological treatment of relationship between cultural knowledge and liberatory education. Gordon's essay alone is worth price of book. Nsenga Warfield-Coppock's discussion of rites of passage as an extension of education into African American community embodies notions that many communities are finding useful. Kwame Akoto's, Molefi Asante's, Joyce King's, and Carol Lee's treatments of approaches to African-centered education are consistent with some of best practice in this field. Like aforementioned essays, Nah Dove's discussion of supplementary schools and Shujaa's analysis of African American independent schools movement include notions and models that are pregnant with possibilities for more effectively engaging students in processes of intellectual development. Deserving of special notice is Vernon PoIite's discussion of ecology of resistance to schooling not so much as fear of acting white (Fordham, 1989) as natural rejection of educational neglect, lack of caring, and instructional malpractice they experience in school settings that have not changed to reflect changes in its clientele. A better understanding of nature and meaning of history of African American resistance to schooling (treated in separate chapters by Ronald Butchart, Joan Ratteray, and Violet Harris) and greater familiarity with variety of experiences with and perspectives on schools and education (covered in chapters by Kofi Lomotey, Gail Foster, and Vivian Gadsden) have potential for greatly enhancing readiness of some of us professionals for more effective service in education of students. There is much in this book that, if sensitively implemented, will greatly increase engagement of children with their education. …