硕士学位论文-从重建至一战时期的美国黑人教育看美国 黑人的文化趋同.doc

ACKNOWLEDGEMENTSI would like to express my sincere thanks to all those who have lent a hand in my preparation and writing of this thesis. My deepest gratitude goes to my supervisor, Prof. Cai Yongliang for his earnest and tireless inculcation regarding my thesis. The present paper would not be possible without his enlightening suggestions on the selection of the topics, on the methodologies, on the arrangement of the chapters, and on the revisions of the drafts. I am also sincerely grateful to my friends who have helped me to borrow the books I need, though we are not in the same university. At the same time, they have put forward inspiring suggestions, which walked me through difficulties I encounter in collecting and collating materials. Finally, my thanks go to my parents who always offer me care and encouragement.摘 要美国非裔黑人教育始于黑人作为奴隶被运往美洲大陆。因欧洲白人刚到新大陆时忙于生计，一开始无暇顾及诸如教育问题，白人对美国非裔黑人的教育起步并不比白人自身的教育晚多少。然而，历经几百年后，美国黑人教育与白人教育相比却一落千丈。很明显，以白人意识为基础的种族歧视是根本原因。本文选择重建至一战时期的黑人教育作为研究对象，讨论美国黑人教育对黑人的文化趋同所产生的影响。作如此选择，主要原因是，重建时期是美国历史上一个重要时期，其重要性不仅在于在这个时期美国两党重新达成妥协，分裂的南方重新回到美国联邦，奴隶制带来的恶果之一企图分裂联邦的南方被镇压；而且，那场表面是为解决“州试图推出联邦而引起的宪法问题，即联邦主义问题”却在和平到来之际上升到“如何处理好恢复联邦的基本目的与衍生的道义目标之间的关系”，即上升到黑人问题或民权问题。因而，重建的后期，如何应对“重建法律所体现的种族主义”取向已成为联邦棘手的问题。（高春常，2000:165）然而，由白人两党妥协换来的和平环境决定了黑人不可能是战后重建的最大受益人，白人虽然废除了奴隶制，但实质上由于白人意识作祟，并未承认黑人合法的公民地位；而且承认黑人公民权与选举权的宪法第十四条与第十五条修正案本身也是两党势力此消彼长的结果。更何况，从经济角度看，美国内战爆发的根本原因是由于美国新兴资本主义经济与传统的奴隶制种植园经济的矛盾，两者握手言和也是基于经济上二者可以各获其利。一战是随着国际经济环境的变化几个资本主义列强经济发展不平衡导致利益冲突升级的结果。在这一大的历史背景下，黑人会在新兴并日趋成熟的资本主义经济中扮演经济发展所需的剩余劳动力角色。在教育上，美国白人对黑人教育的指导原则必然是怎样将黑人置于社会的底层并让其甘愿认同自己属于这一阶层是理所当然、天经地义的。笔者认为白人意识对黑人的文化趋同作用不仅体现在种族歧视，还体现在对黑人的奴化作用，让黑人逐渐丧失种族自主意识，从而成为白人文化圈里“合理而永久”的被歧视对象。随着认知革命的兴起，相对于计算机科学处理信息机械精确的过程，文化的核心是“模糊性”（Bruner, 1996:6）, 即人们对同一文化现象，大脑产生不同的映像在于受不同文化环境的影响，即对同一文化现象有不确定的也是不唯一的认识。可想而知，如果长期受施加歧视的对手族裔文化支配下的教育影响，某一种族对本族裔的认识必然会出现很大的偏差，从而无形中甘愿成为对手族裔的奴化对象。显然，美国教育对黑人的文化趋同是对多元文化主义的违背，也明显违背了文化相对主义。本文试图从多元文化主义的角度分析重建至一战时期的美国黑人教育来揭示美国黑人教育的文化趋同性质。与此同时，通过分析重建至一战时期美国黑人教育文化同化的性质，试图强调文化与教育的密切关系，以及教育中渗透的文化理念。关键词：文化趋同；多元文化主义；白人至上意识；重建失败；工业教育ABSTRACTAfrican-American education in America began when blacks were shipped to the Americas as slaves. At that time, the whites were engaged in subsistence, which accounts for the saying that blacks received education no latter than the whites. However, after several hundreds of years elapsed, black education by white has evolved far worse than whites. Obviously, white supremacy is the root cause. The present paper chooses black education between Reconstruction and the First World War as the object to disclose its assimilating nature since this period is important not only in “the reunion of the United States by the new compromise between the two parties, but also in escalation of the federal issue triggered by Southern divorcement from the Union to the issue of blacks or Civil Rights”. Therefore, in the later period of Reconstruction, how to deal with “racism embodied by Reconstruction laws” had become a hot potato. (Gao Chunchang, 2000:165)Nonetheless, the peaceful political atmosphere brought about by the compromise between the two parties determines the fact that blacks were the least benefited after the Civil War. Although whites abolished the slavery system, they did not give legal recognition of blacks citizenship. In addition, the 14th and 15th amendments authorizing blacks civil right and right to vote respectively were the result of compromise between the two parties. At the same time, the outbreak of Civil War resulted from the conflicts between the new-rising capitalist economy and traditional plantation economy. Even the compromise was reached in consideration of economic benefits. The First World War was triggered by unbalanced development of capitalist economy among several capitalist powers. Against such historical background, blacks would play the role of surplus labor. Inevitably, whites educational philosophy was bound to confine blacks to the bottom of the society. Whats worse, under such education, blacks would automatically take for granted that they were inherently inferior. The author believes that acculturation of white consciousness is not only displayed in their discrimination against blacks but also in enslavement of blacks so that blacks were gradually deprived of their racial consciousness and identity, and reasonably became the everlasting discriminated object in the circle of white culture. With the rising of cognitive revolution, compared with the accurate and mechanic processing of information by computer, the core of culture is “ambiguity”. (Bruner, 1996:6) That is, different minds produce different reflections of the same phenomenon because of different cultural contexts. This equals to say there is no definite and no exclusive reflection of the same cultural phenomenon. It can be inferred that members of a race would be led astray from their native culture if they have long been instructed under the assimilating education from their antagonistic race. Consequently, they would willingly subject themselves to their antagonists enslavement. Evidently, the black education of assimilating nature by whites is in violation of multiculturalism and cultural relativism. The thesis intends to disclose the assimilating nature of American black education through analysis of black education from multicultural perspective from Reconstruction to the First World War. At the same time, the author, through the analysis, will stress the close relation between culture and education, with attention paid to the cultural ideology embodied by education. KEY WORDS: acculturation, multiculturalism, white supremacy, failure of Reconstruction, industrial educationTable of ContentsACKNOWLEDGEMENTSI摘 要IIABSTRACTIVChapter One Introduction11.1 General Introduction of the Thesis11.2 Purpose of this Research21.3 Approaches Adopted in the Thesis31.4 Organization of the Thesis41.5 Theoretical Framework and Research Methodology41.5.1 Theoretical Framework41.5.2 Research Methodology81.6 Review of Literature101.6.1 Research Abroad101.6.1.1 Study of Black Education from the Perspective of Economy101.6.1.2 Study of Black Education from the Perspective of Culture131.6.1.3 Study of Black Education from the Perspective of Politics191.6.2 Research in China21Chapter Two American Dream before the Civil War292.1 The Origin of White Consciousness292.1.1 Religion as a Source302.1.2 Biological Characteristics as a Source352.1.3 The Savage Image of the Black in White Consciousness362.1.4 The Ambivalent Orientation of White Consciousness towards the Black402.2 The Origin of Core Values442.2.1 Advantages of Gods Absolute Sovereignty to the Black462.2.2 Disadvantages of Gods Absolute Sovereignty to the Black482.3 The Whites Sacred Mission in the New World502.3.1 The City on the Hill502.3.2 The Awareness Contributing to Black Participation in the Cause of Kingdom of God522.3.3 The Economic Factors Propelling Black Participation in the Cause of Kingdom of God53Chapter Three Failure of Reconstruction in terms of Black Education553.1 Black Education during the Civil War553.1.1 Education as a Means of Social Control553.1.2 Education as a Means of Instructing White Mentality593.2. Black Education during the Reconstruction623.2.1 Failure to Extricate the Black from White Cultural Influence as Freedmen643.2.2 Reluctance to Educate the Freedmen673.2.3 Postwar Education under the Influence of White Racism68Chapter Four Black Industrial Education from the end of Reconstruction to the First World War774.1 Reasons for the Rise of Black Industrial Education774.1.1 Theory of Social Darwinism804.1.2 The Pass of Jim Crow Laws814.1.3 The First and Second Morrill Acts844.2 Debate between Booker T.Washington and W.E.B. Du Bois874.2.1 Antithetical Ideology in Social Politics884.2.2 Antithetical Ideology in Black Education924.2.3 Case Study of Hampton Institute and Tuskegee Institute954.2.3.1 Hampton Institute954.2.3.2 Tuskegee Institute984.3 Anti-Assimilation Efforts by the Black1034.3.1 Opposite Effect from White Culture1034.3.2 Duality of Education for the Black105Chapter Five Conclusion1085.1 Major Contribution of the Thesis1085.2 Limitations of this Thesis110BIBLIOGRAPHY111120Chapter One Introduction1.1 General Introduction of the ThesisAs a country of immigrants, the United States of America is forever commanding a kaleidoscopic view, which perhaps has its origin in the first European settlements. The boundless expanse of the virgin land at that time was ready to extend welcome to all the immigrants and to provide an oasis of retreatment outside their respective disturbing and swirling worlds. However, it is by no means forever a Shangri-la free from war and conflicts. From the day of its discovery by Christopher Columbus, it is bound to be called to participate in the development of history. Standing in the shoes of the European settlements, we can imagine the expressions we put on at the moment of encounter with the Native Americans. With a more culturally hospitable climate today, quite probably shall we choose to establish friendly relations with the Natives. In the days of conquest and expansion, things just went to the contrary. The economic development bred a cultural atmosphere with conquering and plundering features, which in turn begot a morbid mentality of discrimination. Any races that were economically inferior but not definitely culturally backward were listed under the entry of exploitation and oppression by the economic superior. The subjects of study, namely the African Americans, just fall within the scope of the economically inferior in view of their economic situation. The morbid mentality had and still has long arms. It keeps the discriminated suffering not only in the most obvious respectpolitical system, but all those of life. So we may ask what culturally happened to the forced African immigrants under violence? Culture, or more specifically cultural ideology is transmitted either through the elder members of a race or through education managed by the race per se, so what educationally happened to the forced African immigrants? Have they been tolerantly enabled to learn and pass down their culture outside their homeland after several centuries? With these questions as a source of inspiration, this thesis intends to take a multicultural position in conducting a cultural study of the acculturating nature of the African American education from Reconstruction to the World War I to disclose how the African-Americans were culturally sacrificed by education provided by whites. The author takes the position that the assimilating nature of the education is not only displayed in racial discrimination but also in its enslaving property. The latter brainwashed the African-Americans to such a degree as to take the racial self-awareness or identity away without their awareness and resistance. By saying that, the author does not negate African American efforts in holding education for themselves, but their efforts prove oppositely the acculturating nature of African American education. 1.2Purpose of this ResearchIn a particular social context, education is more than its usual sense of transmitting knowledge and sitting on standard tests. It serves to introduce the youth to a culture which turns out educated ones armed with cultural qualities to defend themselves against other patterns of cultural infiltration. This does not mean that other cultures are antagonistic and cultural exchanges are strictly forbidden. On the contrary, the vitality of a particular culture lies in its constant exchange with other cultures. The issue is how to maintain a balance between local culture and foreign cultures. Similarly, in a multiracial society, education is faced up with the issue of how to maintain a balance of cultural instruction between cultural reproduction and assimilation. Meanwhile, education with particular cultural property provides the tool by which the youth construct the conception of society and political power. Because of instructive relation between education and culture, education itself implies orientation towards political power. Based on this, ruling class education usually implements education as a means of maintaining political power. If unfortunately, the ruling class practice privilege, education sometimes will be used to its vicious purpose in that education is in disagreement with the cultural characteristics of a specific race. As a result, those who are located in the dominating social class often employed education as a tool of acculturation towards the lower social class to achieve cultural disbelief and distrust among the latter against their own culture.America is a multicultural and multiracial society where whites are the dominating social class. They are much aware of the multicultural and multiracial nature of American society, but due to white supremacy, they do not address it in a just way. In their relation with blacks, they practice racism and inequality. Education provided by them to blacks was of much enslaving nature from Reconstruction to the First World War, because whites, under the instruction of white supremacy, were devoted to construct a society where blacks were put at the bottom of power but whites at the top. Thus blacks would be permanently severed with possibility to mount position equal to whites. As this thesis takes a multicultural position, it is committed to disclosing the enslaving nature of African American education provided by whites from Reconstruction to the First World War. At the same time, through the disclosure of the assimilating nature of African American education, the thesis is attempted to serve as a reminder of the close relationship between culture and education, so that one will be advised to be alert at acculturation implied in education in days of rapid development of science and technology, where while education plays an important role of transmitting knowledge, it is apt to be employed as a tool of acculturation. 1.3Approaches Adopted in the ThesisAs black education is closely related to historical events, this thesis proceeds with chapters arranged in a chronological order. In analysis of historical events, multicultural position is taken. At the same time, African American education issue is deeply rooted in the cultural disavowal represented by white consciousness. So, the thesis deems it necessary to devote detailed presentation of white supremacy. Chapter II is aimed to achieve the purpose from perspective of religion. In the front of industrial revolution, whites not merely aimed to bring about African Americans with servant characters, but also to foster a group of black servants in outmoded occupations. Therefore, industrial education is the most typical enslaving education, and accordingly emphasis is put on the forth chapter. Comparative method is employed in analysis of antithetical ideology between W.E.B. Du Bois and Booker T.Washington so that white enslavement intention in African American education will be as clear as daylight. In order to give strong support to this thesis, case study method is adopted in analysis of Hampton Institute and Tuskegee Institute, the most typical representative of enslaving industrial education.1.4 Organization of the Thesis All together, the thesis is composed of five chapters. In the beginning chapter, after a general introduction of object of the study, the purpose for the study, efforts will be devoted to the literature review both at home and broad. The structure and research methodology of the thesis will also be introduced in the first chapter. Since white consciousness and Africa-American education goes hand in hand, the author thinks it necessary to give it an exposition in Chapter 2. Chapter 3 is mainly about the failure of Reconstruction in terms of African American education. As there is something inherent in Africa-American education between the Civil War and Reconstruction, a limited space will be given to the Africa-American education during the Civil War, with which its acculturating nature will be more clearly disclosed. The most important chapter is the forth chapter. In this chapter, industrial education during the First World War, the most representative one of acculturating nature will be expounded. Cases of Hampton Institute and Tuskegee Institute will be analyzed. Contrary to whites expectation, African Americans did not willingly subject themselves to whites consciousness. The debate between Washington and W. E. B Du Bois is a good example. Through the contrast of their ideologies in social politics and African-American education, it is evident that the African Americans had already been aware of acculturation in their education. Following the contrast is the anti-acculturation efforts made by African Americans. Last but not least, the conclusion reminds people of paying attention to the cultural ideology inherent in certain education and to the consistence between education and cultural characteristics of a certain race. This part also points out limitations of the thesis and puts forward suggestions for further study.1.5 Theoretical Framework and Research Methodology1.5.1 Theoretical FrameworkHuman beings get to know the world through the mind collecting information from the outside world by encoding the information through cultural symbols. Culture plays the role of “assigning meanings to things in different settings on particular occasions. Meaning making involves situating encounters with the world in their appropriate cultural contexts in order to know what they are about.”(Bruner, 2001: 3) Meanings a