This is why…we need our own schools. We need Freedom Schools again. We need schools that educate our children about themselves and schools that exercise the freedom to push our children to their highest potential, just as every other ethnic group has.
Educating and empowering children is a constant focus as it has a direct correlation to our elevation. When I served as the Language Arts Instructor and later principal of an African-centered PreK-8th grade school, I helped draft a culturally enhanced, accelerated, cross-sectional curriculum that challenged teachers and students to meet its rigor. When I left the traditional classroom and began consulting, training, and instructing teachers and students under the umbrella of Behavior Modification, I found that the greatest challenge in every age group was the lack of belief in self and, in most cases with students, who (the people;culture) they represented. It has always been a long-term goal to either start a school or become a part of the community of one that houses our ideals to remedy this foundational problem.
Both of my children have had a monthly holistic curriculum tailored to their learning styles since birth that incorporates learning about our culture. I wouldn’t say I’m a Tiger Mom, (I lived in Asia and saw first-hand what that truly means), but I am in the Big Cat family. I believe all children are born with a zeal to learn and will rise to meet every obtainable expectation, so I set them very high, especially for my own.
While doing our “for now and possibly forever” city search, we knew that finding a community or a place where one could be established easily would be the best fit for us at this time. Finding a school that met our needs was a critical component in the process. We searched Dallas the most extensively because it was the most practical selection for us. After two separate visits, we found the search for housing and thriving black communities to be somewhat lacking. Every home we toured fell below our expectations because it was either too far from South Dallas, where the predominantly black community once flourished, or it was too small, inexplicably expensive, worn, or aesthetically displeasing. Every neighborhood or suburb that was recommended lacked black businesses and the sense of community we were seeking. We were also warned by natives and transplants alike that the schools in each of the areas we searched were not high achieving. Sadly, this became a mantra whenever we inquired about the educational system in the city.
Yet, there was one wonderful aberration. We were told about a wonderful school that was both unapologetically black and Christian, two threads that seem to have been slowly unwound since desegregation. We did a school visit and I almost wept tears of joy. The beautiful imagery of our excellence, our ancestors, our history, our children sheathed every inch of the vast campus. Our Biblical tales were painted murals or stained glass windows in our likeness. The school and its adjoining community center was in the heart of South Dallas and had a track record that began in the 60’s. We envisioned galvanizing others to buy homes in the surrounding area to restore it to its prominence. We thought of the great work we could do there. The school encompassed the entire spirit of the Back to Black List. We were in awe, and immediately decided our choice would be Dallas based on the school alone. Yes, that’s putting a lot on it, but we were just that impressed and eager to get settled and begin working towards our communal goals.
During our first school visit, we’d left our daughter in Florida with my parents. We were informed that she needed to be assessed and we would also have to be screened through a parent interview before acceptance to the prominent private school could be determined. We inquired about the possibility of placing the kibibi in Kindergarten despite being a year younger than the required age in public schools. After completing a full semester of Kindegarten already in Singapore (currently ranked the world’s best and most rigorous school system), we desired to maintain the fluidity of her education as much as possible with placement in Kindergarten for the sake of her academic and emotional adjustment. We were told that the assessment and interviews would not only determine acceptance, but grade placement. Because the curriculum is accelerated, we were told, she would be challenged in PreK in the event that she did not excel on the test. We were very excited about her being in control of her own placement to a degree, and very comfortable accepting the determination based on the outcome either way.