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A ay 2A Lg RE: COUNTERCR.. NTA. ION WEEK 'y ¥ are going to be recognizing the black studies program does not . ‘ meet the needs of black people. Black studies has become like Fos - a cliche that everybody uses. And everybody assumes, you know, | F e that ever ybody else understands it .like they understand it. Black f | studies that are implemented by white faculty or white administrators, SR such ag they are, four-course black studies program at Duke, do m3 cy not serve to meet the needs of black people as far as relevant education. And most what they'll probably do is add to the frustration of black students entering into these programs seeking to seek some kind of relevancy. 4 Age Lhe me , oe Pa RR pinta ate SA, So we have to go beyond that and we have to come right out and flatly reject the for ed institutionalization of the black studies program on predominantly white campus::s. As far as the black campuses are concerned, we have to x27.lly and just @s strongly reject black studies programs on black campuses. It's a clear contradiction for a campus to call itself a black campus and at the same time have somewhere stuck over in the corner something ratlend a “lard etidiee nrooramn On the black campus then at ehowia So Wh eh, WS al ~ am Mwsin OF We 24 ee oe ee ie <ege weit @ wae MWh TAN Ie Nee SALUT By wi ewe SE we wel WA WA be able to provide a relevant education for students. Therefore, a black studies program isn’t serving the purpose. Orrof the other areas where black students have been moving into or workiny with other black people, that is in the area Of the workers, the black workers on the campus, the janitors, maids, cafeteria people, for this was exhibited in the thing that wont daocun here lact esnring Rlack etudents over at Duke warki ne VEN LE ee wie 668 sie we he ee er de ahead aaa ° af, LAL me We 84 8 Let we \. “ws oF VAIL FF Thee SEN with}r. HARVEY (phonetic) over the Local 77. I could you know, see an increased effurt in that area. Black workers in these areas are becoming more militant as far as trying to deal with their problems. But the real step as far as we're concerned where black education is going is that key thing that we mentioned before, and Hthattle rontro} Rnd fro: now on thatte aonoing to he tha deridaing wilumu wu i=) we Wiis WA Seeiva pe ae eawrr wal wiiuw LA b= Deattatad” | all ae We dite SA eer Ne lle eh le 8 criteria. It has to be as far as black people are concerned as far as relevancy in education. It's got to be controlled. This has got to be with black studies program control. It’s going to have to be control <“f the educational system in the public schools. 24 ee Oe tale Atlin, an iaetl at Lod cece ET tS TS ig IN ARE AOE 5 pent een Roe sete amen RII A") Dora: A re te teenie Some a ee . : : “yp oct