Woodson’s book Chapter 3 Analysis

Woodson’s book Chapter 3 Analysis

((( Chapter 3 – How We Drifted Away From the Truth )))

In chapter 3, Woodson argues that whether in science, history, or literature, Whites have been taught that their cultural contributions to American society were superior to those of Blacks. This type of teaching, he believes, has built “in Whites a race hate of the Negro, and in the Negroes contempt for themselves.”

This is one of the main themes of Woodson’s book: If you distort a people’s history, you will eventually distort a people’s future. The perpetuation of inaccuracies in the historical record, which elevated European culture and denigrated that of Africans, was a grave injustice in Woodson’s view. GET BEST GRADES FROM BEST TUTORS.

*Read Chapter 3 and write about it


Chapter 3 Analysis

Chapter Analysis

If one would try and undertake a summative approach to the chapter, there is a shared theme of the education system failing in to present an authentic Negro history and the practical approach to business. However, there is also the inclination of the Negroes not having a way through which they have come to embrace the labels and stereotypes. The book shows that for a long time, the Negro has been a person who has been drilled to embrace subordinate roles, to hold self to a lesser standard and in a menial view.

It is a way through which education has not been utilized to give the Negro story in a manner that there are acceptance and universal, and which seeks to empower, rather than perpetuate the oppression of the past. The book states that even education equips the Negro to have a life as an “Americanized or Europeanized white man” (5). It refers to the disconnection between the history of the Negroes and the social realism which the Negroes have to contend with; they have been brainwashed into accepting the inferior position they have been assigned by the white’s dominance, and diffused into the Negro through the school system.

 The chapter traces how such a people, lacking in authenticity are mis-educated, and then later they are deployed to continue distorting other students from the same premise, which creates a generation of people who do not have an identity. The youth is a particular concern because, with such a background, they form insecurities which are then expressed in undesirable behavior, failed businesses and a lack of opportunities and resources. The idea that he calls for is a complete overhaul when he says “all things being equal from the point of view of the oppressor, he sees that the Negro cannot meet the test” (Woodson, 43). It is a way of retaliating the role of the people redeeming themselves; by sharing in authentic history.

Works Cited

Woodson, Carter G. The mis-education of the Negro. Book Tree, 2006.