He further asserted that when slaves sang of freedom, they not only meant freedom from sin, but that the arts of African slaves revealed a deep resistance to slavery. He referred to Frederick Douglas who maintained that slaves sang not because they were happy, but rather sang, “when they were most unhappy” that singing soothed the pains of slavery “only as an aching heart is relieved by its tear” (Douglass quoted in Stuckey 1987, p. He challenged the idea that slaves sang simply because they were happy. Stuckey questioned whether enslaved Africans’ contentedness could be located in the ubiquity of slave songs and dance. When singing Spirituals, dancing in worship, and baptizing, African slaves in the Americas engaged in a Christianity imbued with “deeper African religious concerns” (Stuckey quoted in Young 2006, p. Stuckey ( 1987) argues in Slave Culture “Christianity provided a protective exterior beneath which more complex less familiar religious principles and practices were operative” (p. Black Catholic schools well-defined values and academic excellence is still viewed by African Americans as places of hope and opportunity for students of color.Īfrican American religion was essential to community building and social cohesion brought about by the social and cultural disintegration caused by slavery. Second, they inserted their own unique cultural and social experiences into Catholic schools which espoused service and academic excellence. First, they sought to be educated which both advanced their individual freedom but vastly improved their community’s economic, social, and political standing. African Americans pursued Catholic education for two reasons. The article uses Black Theology as a frame to explain how the intersections of culture, history and religion influence meaning and educational decision-making. This paper unearths the shared values, assumptions and beliefs about African American Catholics quest for literacy. This paper focuses on the intersection of the Church and Black Catholic schools as enduring institutions of opportunity for Black families and their communities. This article examines the social and educational history of blacks in the US Catholic Church and the dual reality of inclusion and exclusion within a Church and its schools. Black Catholics are rarely studied in education let alone mainstream writings. A review of research on US Catholic education reveals that race is not treated as an important area of analysis like class and gender.
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