Knowledge Constructed
By Lindsay Norcott
Staff Writer

"Who sponsors knowledge?" Professor William Watkins asked during his lecture last Thursday evening. This question and others concerning the politics of knowledge-particularly those concerning White curriculum control for Black education-were posed during Dr. Watkins' lecture on February 13th.

Sponsored by the Pomona College History Department, the Department of Black Studies, and Claremont Graduate University's Department of Education, this lecture brought Professor William Watkins from the University of Illinois, Chicago. He received his Ph.D. from the University in 1986 and currently teaches classes there, including Sociology of Education, History of Curriculum, and other courses dealing with race and social issues pertaining to education.

Professor Watkins' lecture focused primarily on his newly released book, White Architects of Black Education (2001). Explaining the research questions that gave him direction in this publication, Professor Watkins stated that his interest was not only in the nature of knowledge, but the construction of knowledge. He wanted to know who has an interest in sponsoring knowledge and what their ideological slants and personal politics are. Watkins claims that there are "antidemocratic forces" at work in the politics of knowledge, forces such as racism, militarism, and capitalism that have a vested interest in the status quo.

Professor Michele Foster of Claremont Graduate University has acclaimed Watkins book stating that, "For anyone interested in understanding the predicament of contemporary African American education, The White Architects of Black Education is required reading…Watkins has crafted a powerful and insightful study tracing the ideological underpinning of Black education."

Watkins delved deeper into his particular interest in racial politics, explaining that much can be learned from the interaction of racism and education throughout U.S. history. The end of the Civil War and the beginning of required education for Blacks was the starting point for Watkins in the construction of Black education in the U.S.

At the close of the Civil War the Freedmen's Union was set up; there was mass education for Blacks, and Black colleges were chartered. Although not equal to white education by any standards, these opportunities were an improvement in Black education.

There is an interesting distinction between the training that Black and White students received in schools at that time. White students received liberal arts educations, whereas Black students received vocational training so that they would be able to perform manual labor. The private investors who were supporting Black education were therefore willing to invest their money because it was training a working class. As society became more industrial and required less manual labor these jobs became outdated. The sponsors were then training young Black people for jobs that no one was hiring for.

This brought Dr. Watkins to a discussion of where we are now with regard to Black education. There is currently a crisis in urban education because the same white architects are behind the construction of curriculum. The structure of education is based on a corporate, business model. The goal is efficiency and runs schools like assembly lines; a new part, or skill, is added each step of the way, turning out standardized finished products.

According to Watkins, "only a small body of knowledge is legitimized" and that body of knowledge benefits a corporate, racist structure. Watkins made the point that useful areas of knowledge such as labor economics, peace education, conflict resolution, and environmental education have been conveniently illegitimized. Because "legitimate" forms of knowledge are repeatedly drilled and tested they take on an air of higher truth and infallibility.

Mandatory state testing serves to reinforce Watkins' point, emphasizing the standardized, assembly line, quality control mentality of current education. Professor Watkins sees these tests as primarily a justification for punitive measures and, ultimately, the end of mass education in urban areas.

Using Chicago as an example, Watkins observed that three schools have been shut down since the institution of high stakes testing. These schools had overwhelmingly Black populations and the students were crammed into the nearest struggling schools. It is no surprise that Watkins does not see this as the solution to the urban education crisis.

Although mass education hasn't been perfect it has been responsible for positive social change. Watkins cited the uplifting of immigrant groups, the creation of a Black middle class, and the support of 20th century capitalism.

Still, the new form of egalitarianism being enforced through standardized testing results in the closing of schools and the displacement of populations, primarily non-white populations. Considering that Watkins sees education as a barometer of social justice, the new trends in schooling do not bode well for the American climate.