Author: homework

By Maxine Johnson Wood, Ed.D.,
Special to the AFRO

The founding of the AFRO-American Newspaper 130 years ago on August 13, 1892 is being widely celebrated, lauded and applauded. Of particular significance to many interested in its origin is the life, activity and motivations of its founding publisher, John Henry Murphy, Sr. 

A perusal of current and past information on the life of Mr. Murphy generates varied stories and observations of the newspaper’s beginning and his impetus for becoming its publisher. With no intent to question or compare, I am interested in commenting on what I believe to be the consistent and abiding purpose for which he began the newspaper, and what has remained a basic focus over these years. 

Mr. Murphy was born a slave. He also was a former soldier, having served in the Civil War. Practicing his Christian faith, alongside his training, experiences and interactions with other former slaves and Black men born free in all likelihood increased his awareness of the need to help them learn about their emerging culture, communities, and themselves. 

Murphy demonstrated his belief in the importance of providing information, knowledge and understanding among his people, who in their changed status had limited reading and communication skills. This pioneering effort seemed to intentionally demonstrate a caring commitment that has sustained for well over a century.

A number of articles offer historic perspectives on Murphy’s life and activities. It seems fitting when celebrating his timely initiative to give attention to a recent reflection on his life. An article appearing in the Feb. 18, 2022 edition of the AFRO written by Micha Green entitled “The reinvention of John H. Murphy, Sr.: from slave to soldier to publisher” was particularly inspiring. 

Referenced in the article is commentary from Savannah Wood, a fifth-generation Murphy family member who serves as the AFRO Archivist and director of AFRO Charities. Based on her research, Ms. Wood expressed that Mr. Murphy “likely decided to take over the AFRO in order to ensure the truth about Black life was revealed to African American communities, not only then, but for future generations like now, who can use the news then as a blueprint and insight on happenings today.”

Having been a long-time reader of the AFRO, I submit that the goal of the newspaper continues to focus on informing people of color –from post slavery to present times– and encourage them to learn more about themselves. 

Articles provide basic facts, generally communicated using traditional elements of journalism. “The Five W’s” help journalists report the details of an event by answering questions about “who, what, when, where and why?” However, the critical elements were contained in the information through the first four questions: who, what, when, and where? 

It seems that for Mr. Murphy, the significance of the “why?” was the compelling need to help his peers and fellow Negroes devote their energies in a post-slavery period to cultivating and nurturing their emerging identity.

I believe the five W’s warrant renewed attention today, in a time of rampant misinformation.

The “who, what, where and when” of a story –not including or explaining the why– gives clarity and increased potential for narratives free of bias and opinion. This is an important consideration to ensure that truth and validity are dominant elements, whether print or visual, when laced with opinions. 

Re-visiting “The Five W’s,” we would see that the emphasis on “who, what, where, and when” should continue to be the dominant takeaway when analyzing– regardless of what media it appears in. 

The “why” in many instances contains personal observations that are distracting. 

We live in a so-called information age, and it needs filtering to identify truth. 

During Murphy’s time, the first four W’s were necessary tools. It is important to acknowledge the value of Murphy’s emphasis on the four W’s and look at the ‘why’ as his motivation. It remains important to focus on these questions when seeking to capture facts regarding the history of Blacks. We must ensure that truth prevails and opinions are minimized, recognizing that the “why” may be opinions that distract.

The fifth “W” – the why – is often dominated by responses and comments. 

Including the ‘why’ can distract valuable attention. 

The work of Mr. Murphy provided observations without judgement. Observations of “who, what, when and where– without the judgement of “why,” can have sustaining power. 

Maxine Johnson Wood, Ed.D. speaks on the importance of truth and unbiased reporting in the AFRO’s 130th year. Read the article online at Afro News.

Juneteenth – A time for learning and creating a legacy –
‘Perfect timing’

By Maxine J. Wood

“On June 19, 1865, about two months after the Confederate general Robert E. Lee surrendered at Appomattox Court House, Va., Gordon Granger, a Union general, arrived in Galveston, Texas, to inform enslaved African Americans of their freedom and that the Civil War had ended. General Granger’s announcement put into effect the Emancipation Proclamation which had been issued more than two and a half years earlier, on Jan. 1, 1863, by President Abraham Lincoln. The holiday is also called “Juneteenth Independence Day,” “Freedom Day” or “Emancipation Day.” (Derrick Bryson Taylor, New York Times).

June 19 marks the second year of observance of the federal holiday, Juneteenth. It became official when President Joe Biden signed the Juneteenth National Independence Day Act into law on June 17, 2021. This was the first federal holiday signed into law since Dr. Martin Luther King Jr. Day in 1983. The origin and history of Juneteenth reflects the path by which this unique observance was realized and its connection to the Emancipation Proclamation. 

June 15 marks the last day of in-person school for Baltimore City Public School students for the 2021 to 2022 school year. Other school districts in Maryland will end their current school year on or near this date, as well. On June 19, Juneteenth will be celebrated and observed by a number of states, cities, organizations and individuals. This mid-point in June can be an interesting time for learning. 

The end of a school year traditionally gives parents, students, educators and others a chance to consider the next steps for learning. It’s important to recognize that learning is lifelong, whether within formal schools, post-secondary programs or specific experiences. While this is true for children, youth, adults and senior citizens, clearly, summer is a particularly inviting time. Parents and those in parenting roles, as well as students at varying levels, give attention to formal, defined activities. These may be designed to address deficiencies, offer remediation, skill development, new materials, arts/creativity, sports, experiential learning and technology. All are possibilities and considerations for the approaching season, even as the impact of the pandemic on the ways that learning (distance/virtual/hybrid or in-person) continues.

I encourage parents to renew, revive and recognize their importance as their children’s first teachers in the home. This second anniversary of Juneteenth will allow a focus on learning and legacy, and increase everyone’s awareness, particularly African Americans, of its impact on our country’s history. 

Why is this the “perfect time” for recognizing Juneteenth? How does it have relevance for everyone? How can this happen, beginning now and continuing past the summer? As the federal holiday approaches, there appears to be an absence of identified activities and events describing, discussing or promoting Juneteenth. Typically, questions that are asked to produce limited responses. Some refer to it as a celebration of an event related to Black heritage but incompletely explained. I believe that this lack of clarity and awareness may well doom Juneteenth.

2023 will mark the 40th anniversary of Dr. Martin Luther King’s Birthday as a federal holiday. Many remember the pride and enthusiasm that accompanied it in 1983. People of all ages and backgrounds applauded its value and demonstrated the pride it produced by participating in direct actions and supporting celebrations. Some have expressed concern that the holiday’s significance may be diminishing and should be given attention at varying levels and in diverse ways. Imagine, then, the clear need to know and understand the meaning and importance of Juneteenth. Potentially, this will help secure its continued recognition among all Americans. 

Why focus on Juneteenth at this time? Looking at the “why” and the “how” allows for opportunities to learn more this Summer. Mutual learning can occur when parents and those involved in parenting roles participate in shared experiences with their children. Activities Completed Together (A.C.T.) is a process I developed to allow parents and children to learn some things together.

Learning more definitively about Juneteenth through shared activities could include primary research and exploration of the topic. Think of library visits, Internet searches, media inquiries, or field trips to such local, accessible historic sites as Great Blacks in Wax Museum, Reginald F. Lewis Museum, Harriet Tubman State Park and Museum. Or parents can consider actions, including voter registration campaigns that bring attention and perspective to the legacy of this federal holiday. Juneteenth is a part of the history of America, and the heritage of African Americans. Studying such heritage together will allow parents and children to contemplate their own legacy. 

The approaching Summer is welcomed by people of every age. There are prospects for doing new things together or individually, and to learn in different and diverse ways. Learning more about Juneteenth can be a worthy pursuit and investment of time. Doing so while contributing to the valued role parents can cultivate as their children’s first teachers in the home and beyond is important at any time. Juneteenth may well be a perfect time. 

This commentary appears on June 16, 2022 in the Afro News. Click here to read the article at the Afro News.

The Pandemic: an impetus for reviving and valuing the role of parents as their children’s first teachers in the home

By Maxine Johnson Wood, Ed.D.

Before and during the pandemic there have been limited formal proposals that support a direct, renewed focus on the significant role that parents play as their children’s initial teachers in the home. Enhancing this could positively improve student learning. Interest and investment in promoting, encouraging and identifying children’s learning, beginning in the home and continuing, should receive broad attention.

Mutually supportive responsibilities among parents and teachers were weak before the pandemic. Instruction and curriculum for students moved from the classroom to the home via distance/virtual learning. I have observed a general decline in valuing the involvement of parents as their children’s first teachers. Parent functions in teaching foundational behaviors, traditions, “how to’s” and other activities important to their children’s development as family and community members seem to be diminishing. The pandemic gave new prominence to the formal expectations that teachers are the primary deliverers of curriculum and instruction for students in the classroom, and virtually when necessary. Parents can be instrumental in fostering and encouraging a dialogue between home and school, so each can support the other.

Here, then, is a worthy opportunity for educators to include parents in discussions and problem-solving activities, reflecting an awareness of the essential role they can play in partnership with teachers. Parents, while not delivering instruction and curriculum themselves, can be encouraged to acknowledge teachers, and understand, support and value their own influence in the learning process. Additionally, having participated in virtual/distance learning, educators can see parents as partners in learning, and can more readily recognize their importance as their children’s teachers at home. Formal, defined opportunities for collaboration can be developed to train and assist parents in becoming confident and comfortable in fulfilling these vital functions. Such training and preparation need to be ongoing and recognized as credible, accepted extensions and complements to the learning process.

My most inspiring experiences in education involved assisting, advising and encouraging parents to support their children’s learning. While working with parents, I created and utilized a mantra, “When parents are involved in the education of children, everyone learns!” When children are not in school or unable to succeed in it, bad things can happen. Media reports, editorials and articles reflect the increase in local crimes involving school-aged children, resulting in questions and proposals for solutions. One such suggestion includes varied police initiatives, expanded recreational activities, and more youth employment opportunities. Missing from this list is greater support for active parent involvement in their children’s learning.

Increased destabilizing events in communities throughout the nation warrant renewed consideration of the Ghanaian proverb, “The ruin of a nation begins in the homes of its people.”

Clearly, the pandemic has provided unfiltered, eye-opening opportunities for parents to better understand the multiple aspects of teacher-led distance/virtual instruction. It has also allowed educators unprecedented awareness of their students’ home environment and more opportunities for direct communication with parents. I believe that the pandemic has created a positive, favorable climate for a more collaborative, cooperative parent/teacher relationship that nurtures respectively distinct and supportive roles. This could become the foundation needed to revive the long-ago accepted and honored position of parents as their children’s first teachers.
That is their “homework.”

There is a critical impetus to change perceptions regarding the importance of “homework” — the work of parents and families—to teach their children basic information, early expectations, family traditions, goals and “how to’s.” Again, articulating the significance of supporting parents as their children’s first teachers elevates this valuable tradition, and promotes it as a resource for encouraging and supporting students’ success.

Life skills and values learned in the home extend to such broad settings as the classroom, the school and the community. Focusing again on the significant roles of parenting adults will have long-term practical and positive impacts on children, parents, families and society as a whole.

Our continued development as a nation requires us to give renewed attention, resources, and support, valuing the work needed in our homes to help children learn as they grow.

This article was published by the Afro News on April 29, 2022. Click here to view the article at Afro News