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[ FORWARD | INTRODUCTION
| A VISION FOR AMERICA ]
[ SECTION 1 | SECTION 2 | SECTION
3 | SECTION 4 | SECTION
5 | SECTION
6 | SECTION
7 ]
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SECTION 4 Marriage and Family We cannot write on the Divine Institution of Marriage until and unless we write of the nature of the male and female and how these natures are made to compliment each other. It is written in the scriptures of the Holy Qur’an that Allah (God) created the male from a single essence and its mate of the same essence and from these two He spread many men and women. What is the essence out of which male and female have been created? That essence is the nature of Allah (God) Himself. Each creature is created by the Creator for a specific purpose. Until and unless we understand the purpose for the creation of male and female we will never understand the Divine Purpose for the institution of marriage. Allah says in the Holy Qur’an that He created the man (Adam) as His Khalifah or vicegerent. This word Khalifah means one who takes the place of another or one who succeeds another who has died. Since Allah (God) is the Ever-Living, this verse of scripture teaches us that the Creator (Allah) has created the man to stand in His place to act according to His Will. This again teaches us of the enormous potential of the human being to rule the universe and all therein in the place of Allah (God), the Originator. The Bible teaches that He created the man and the woman in His image and after His likeness and He gave them power and dominion (ability to rule). He asked them to multiply and replenish the earth, so, inherent in this multiplication is the nature of the male and the female to be attracted toward each other for the purpose of reproduction and continuance of human life; but, multiplication also means using the multiplier, and the multiplicand to produce a product. The proper relationship between the multiplier and multiplicand is what gives us the product. Product on one level can be a child but on another level it can be a world. The male and the female are by nature created to produce. Any denial of the opportunity to produce is the denial of the nature of the human being, thus, limiting its justification for existence. The two natures, male and female, are created by Allah (God) with the purpose of producing family, tribes, nations and world; governments, systems: spiritual, economic, political, social, cultural and scientific. The Bible teaches, And the Lord God said, it is not good that the man should be alone; I will make him an help meet for him. He did not want the man to be separated, apart, isolated or without a mate. His mate would give him what was necessary to manifest the best that Allah (God) had put within him. So, it is written that He created the woman to be his help meet. This is an interesting word. A man who is non-productive does not need a helper. The woman is made to help the man meet the objective, obligation or duty that Allah (God) has placed on the man. She is created by Allah (God) to supply him with what he needs to accomplish the Will of Allah (God), and, he is created to supply her with what she needs to fulfill her role and duty to Allah (God) and to him. Allah says in the Holy Qur’an that, "Men are the maintainers of women." Again it reads that, "He created the woman that he (the man) would find peace and quiet of mind in her." It also reads that, "Both the male and female are created to be a covering for each other." A protection for each other as well as to suffice the needs of each other. This is why the Divine Institution of Marriage from the very beginning was to encourage the male and female to commit themselves, first to their duty to Allah (God) in obedience to Him, and then their duty to each other. Marriage then is the process of the unification, not only of two bodies, but two minds, two spirits and two souls that were created for each other. This institution is so sacred in the eyes of Allah (God) that it is written in the scriptures of the Bible, "Therefore, what God has joined together let not man put asunder." Marriage is so important with Allah (God) that any interference in the process of the unification of male and female who have committed themselves to each other in marriage is a very serious offense. Remember, before there were nations, governments and systems, there was male and female, marriage and family. Anything that promotes the process of the unification of male and female in the Divine Institution of Marriage is proper in the sight of Allah (God). So, we must look at the education we receive; the religion and its practice; the government, its policies and laws; the economic system and its effect; the scientific and technological advancement that has been made and its effect on marriage and family. The yardstick or criteria by which we measure good; it must first promote the development of the male and female in accord with the nature of their creation; it must promote marriage; and it must protect family. In order for education to be proper it must develop human beings (male/female) to become producers. The laws that are made in society must be measured against how they affect marriage and family. The things that we as individuals say and do must be measured by the criteria of what is good for human development, marriage and family. With this criteria we can analyze everything that we say, do, make or produce. If what we say or do does not produce good for the proper development of the male and female in accord with their natures; unity of the male and female in the Divine Institution of Marriage, and the proper development of family, then, we must rethink what we are saying and doing; the laws that we are making, and, the scientific advancement that we have achieved. All things that are good are family-friendly. 60Strong marriages sustain families. Public policy should be both family and marriage-friendly. The actions of government directed by legislation and public policy should encourage the maintenance of marriage rather than foster a national climate where the stability of marriage is viewed with a lowered value. The Million Family March supports the sacred institution of marriage. Current societal challenges and strains to the fundamental covenant of marriage are evident in the following facts:
"Marriage is the cornerstone of the family, and the family is the cornerstone of the nation. If God is the cornerstone of your marriage, your marriage will never fail." 63Many of the social and economic problems and ills of American society are directly related to the break-up of marriages and the corresponding breakdown of families. According to recent studies, the increasing rate of suicides among teenagers is connected to marriage failure and family disintegration. 64 The Council on Families in America, in a report entitled, "Marriage in America" concluded, "Our society’s current topic might be termed managing family decline or ameliorating some of the worst consequences of a divorce culture...the new discussion we propose might be termed recreating a marriage culture."65Action Items
Education True education gives us power to remove impediments in the pathway of our progress. That progress is seen in human evolution from the animalistic plane of human development, where we are creatures that feed on and live by desire without concern of what is correct. Then, we learn to put desires in the context of morality and become moral human beings that further evolve and, become one with a divine and perfect reflection of the characteristics of God and become little gods ourselves. 66All members of the family, in particular children, must be given an opportunity to learn in a supportive, safe, and productive educational environment. We want equality of opportunity. To deny a child an opportunity to achieve and acquire an education is to deny human rights. The American educational system is in crisis. The level of illiteracy, the dropout rate, test scores, plans to attend college are all direct signs that the current school system has failed. It is estimated that 10 to 20 percent of Americans are functionally illiterate. The public schools cannot keep our youth in the classrooms long enough to make them literate. The dropout rate for high school youth has reached 30 percent and of those who return, only 80 percent of 19 to 20-year-olds receive their high school diplomas. As one examines the dropout rate among youth and relates it to the low wages given to teachers relative to other professionals, it is easy to see that education is not valued in the American society. A proper education is important to the individual’s life chances as well as to the quality of the whole society. What options are available for an individual who does not, at a minimum, receive his or her high school diploma? They are minimal. And, given the inability of one to get a good paying job and secure his or her future, what then is his or her hope for the future? The resulting insecurity, uncertainty and desperation present in these individuals are the key ingredients for crime, poverty, drugs and immoral behavior produced in our society. Improving the education and literacy levels of all American citizens must be a priority item if America’s status as a world power is to be maintained.
Policy Recommendations Teachers must be compensated commensurate with their role in society. Teachers should be given tax credit, which increases with seniority. Increased benefit should be given to those teachers who continue their education in their particular area of instruction. Better benefits to teachers will aid in attracting and retaining our talented intellectuals who are being lured away from community development into corporate America. It is incumbent upon parents and community leaders to have more statutory oversight concerning administration of schools. Knowledge-based education is preferable to competitive-based education in a society that is multi-racial, multi-lingual and multi-cultural. There should be public funding for charter schools. These schools can be run by an association of parents, teachers and business leaders or any combination of these who are signatories of the charter. Community involvement in the education of our youth should be encouraged through the establishment of educational tutoring assistance programs. This program should provide tax credit for individuals who donate a minimum amount of time to a public school to help tutor and train its students. Our elders should be encouraged, as they are the necessary links to our youth, to strengthen the educational process within the community. Dress codes and/or school uniforms are a way to counter the rampant materialism and sexism in the society at large. Dress codes may minimize class differences and focus attention on learning. Dress codes promote uniformity, brotherhood and sisterhood. Incentives and increased funding, and the like should be used to encourage schools to adopt this operating principle. In addition, teaching courses on self-empowerment and self-improvement will minimize issues with self-esteem, self-confidence and self-discipline. Tracking "Racial tracking in education is an insidious form of mis-education and discrimination which uses the pretense of ‘ability’ to maintain inequalities in public schools by placing children of color and poverty into inferior and separate classes, courses of study and/or schools. It assures the continuing relegation of most children of color and poverty to an inferior, separate and unequal education that destroys or minimizes self-esteem, human potential and ultimately, family growth and stability." The Million Family March will challenge racial tracking in education. 68Action Agenda Items
Education: Rehabilitate Our Schools All children must be given an opportunity to learn in a supportive and safe environment. Schools are collapsing, educational potential is being stifled and financial barriers deny children access to higher education. Background Our elementary and secondary schools face problems of overcrowding, crumbling buildings and other significant maintenance problems.
Higher education is also out of reach for many of our students because of financial barriers.
While President Clinton has proposed several initiatives on education, they do not go far enough to make education affordable and accessible for poor and minority students. Goals
Education From The Perspective of Latino Americans 70100,000 New Teachers The Congressional Hispanic Caucus strongly supports the administration’s commitment to assist local school districts to hire more qualified teachers to teach in our public schools. The aging of the teaching population is creating shortages of qualified teaching professionals to work in our nation’s schools. Institutions located in urban areas have a harder time attracting qualified teachers from the dwindling available pool. According to Census estimates, by the year 2030, Hispanic American students ages 5 to 18 will number 16 million and comprise 25 percent of the student population. Coupled with this fact is the reality that a significant proportion of Hispanic American children will also grow up in poor households. This will provide critical challenges to our nation’s policy makers as they seek ways to eliminate poverty and low education attainment. We must start securing the necessary resources that will serve to prepare them for the future. This includes an adequate supply of teachers. School Modernization/Construction The CHC strongly supports urgently needed funding to help repair and rebuild America’s schools. Schools located in urban areas normally have a high concentration of low-income students and tend to have the oldest school structures desperately in need of repairs and upgrades. In order to accommodate the growing number of students attending our nation’s public schools, we must ensure that districts serving high numbers of low-income students are given priority in receiving federal assistance for school construction. The CHC supports providing tax credits of zero percent interest for 15-year school construction bonds issued by states and local school districts. Elementary and Secondary Education Act (ESEA) Reauthorization The administration must vigorously defend ESEA which includes critical funding for many programs aimed at serving the Latino American student population. The education crisis of Latino Americans is a national problem. To tackle this crisis, new and existing education programs must address the Latino American education gap as well as improve the quality of instruction and condition of schools overall.
Latino American Dropout The highest dropout rate of any ethnic group is amongst Latino Americans at 33 percent. Moreover, Limited English Proficient (LEP) students dropout at a rate of 50 percent. The CHC will work to reduce the Latino American dropout rate. Specifically, the Caucus will request that the Department of Education maintain statistical information on dropout rates for elementary and secondary schools for all ethnic and gender groups.
Hispanic Education Action Plan (HEAP) The success of the administration’s Hispanic Education Action Plan will require a concerted effort by the Department of Education to ensure that it reaches the targeted communities. The proposed $520 million for FY2000 will have a real impact on the Latino American community only if the dollars reach the community. The Caucus will urge the administration to develop a specific implementation plan to guarantee that these funds not only reach intended communities, but also include: Data Collection: It is imperative that the Department of Education collect data that will show the participation of Latino Americans in each program. This information will provide a definitive answer of whether or not Latino American participation increased with increased funding. Performance Measures. Performance measures are critical to measure the effectiveness of each program in providing intended services to the community. Oversight. The Department of Education should designate a senior official within the agency to oversee the implementation of HEAP.
Special Education The Impact of Labeling Students with Special Needs 71The Premise The number of students labeled as "Students with Disabilities" or "Students with Special Needs" has steadily increased over the years. Mislabeling of some students can lead to their inappropriate education and leave them ill-prepared to function in society. As referenced above, in his book, Torchlight for America, the Honorable Minister Louis Farrakhan defined the purpose of education. He wrote, "Education is supposed to be the proper cultivation of the gifts and talents of the individual through the acquisition of knowledge." The federal law which governs the rights of individuals with disabilities is called the Individuals with Disabilities Education Act (IDEA), commonly referred to as IDEA ‘97. Part B of the act, Amendments of 1997, §300.26 (a) (1) defines special education as specifically designed instruction, at no cost to the parents, that meets the unique needs of a child with a disability, (i) the instruction could be conducted in the classroom, in the home, in hospitals and institutions, and other settings. (ii) instruction could include physical education, (which encompasses physical therapy and motor development). There is an alarming trend which involves assessment and placement of students in special education programs when it appears that alternative programs in regular education settings might better meet their needs. To cite an example, total student enrollment in the Washington, D.C. school system is over 70,000. Currently there are over 10,000 students enrolled in special education programs. Regular education programming alternatives include:
Instead of incorporating these and other educational strategies in the regular educational setting, many students are referred for special education instruction. Those students are then referred to as "Students with Disabilities" or "Students with Special Needs". § 300.13 of IDEA defines the term, free appropriate public education (FAPE), as special education and related services that: (a) are provided at public expense, under public supervision and direction, and without charge; (b) meet the standards of the SEA, including the requirements of this part: (c) include preschool, elementary school, or secondary school education in the state; and (d) are provided in conformity with an individualized education program (IEP) that meets the requirements of §300.340-§300.350. While federal law (IDEA '97) mandates that students who require assistance in education have a right to a free and appropriate education at no cost to the parent, that child also has a right to be educated in the least restrictive environment. According to IDEA, § 300.500, the general requirements for the least restrictive environment means the public agency shall ensure: (1) that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are non-disabled; and (2) that special classes, separate schooling or other removal of children with disabilities from regular educational environment occurs only if the nature of the severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Students evaluated as having a visual impairment, hearing impairment (including deafness), or an orthopedic impairment, can with appropriate evaluations, be more easily identified and placed in the appropriate educational environment. As a result, one can more readily justify why a student with one or more of the previous disabilities might require educational programming in a special educational setting. However, when labeling students with disabilities such as emotional disturbances, specific learning disabilities, and mental retardation, the resulting educational programming can translate into an educational injustice to our children. In an effort to provide a "better education" in smaller settings, some educators, advocates, evaluators, and parents opt for or promote assessment and placement of students in full-time special educational settings. The education system, both regular and special, needs to re-examine this practice. All students should be prepared to become productive members of society. They should be taught to use their potential to the greatest extent possible, depending on their individual ability, and then be provided the opportunity to transform that potential to reality. The lack of appropriate programming for students has led to a high referral rate of students for special education assessments, resulting in their mislabeling and placement in restrictive or segregated educational settings. Once labeled, many of our students continue their entire educational process in restrictive or segregated settings. They often do not experience substantive interaction with their non-disabled peers during the school day, in spite of the fact that many of these students can be observed experiencing social interaction on the weekends in churches, community activities, or family gatherings. Education in more restrictive environments decreases their chances of receiving an appropriate education, and sometimes, a high school diploma. Chances for gainful employment upon completion of their education are diminished, due to lack of appropriate training and exposure to opportunity. As a result of inadequate preparation, these students are unable to successfully compete in society. Solution As a community we have to assess our students abilities, not just their disabilities. It is the responsibility of everyone involved in their education, to ensure that students are educated in the least restrictive environment. This includes all of the policymakers, educators, advocates/attorneys, administrators (of both regular and special education programs), professionals who assess and place students, as well as the parents. The least restrictive environment should be a regular education program, if at all possible. In the event it is determined that a student’s needs cannot be satisfactorily met in a regular educational environment, then support needs to be put in place to supplement the student’s educational program. Support, such as smaller classroom settings, tutoring, individualized instruction, and remedial classes, should be implemented before referring a student for special education assessment. If it is determined that a student cannot achieve success, even with support, then special education programs should be incorporated. Initially, the least restrictive educational setting should be attempted, allowing the student to be educated in an environment with his or her non-disabled peers. Should such an attempt fail, the students should then be placed in a full-time or more restrictive setting. This is not to say that all students who are assessed and placed in full-time special education settings are inappropriately placed. Some students require a more restrictive educational setting to meet individual needs. However, parents, educators, and advocates need to ensure that all students receive instruction in the most appropriate setting and that special education is not a repository for those students whom we have failed to develop comprehensive programs for in the regular educational setting. Failure to do so is an injustice to the students, their families, and to society. Remember, one of the goals of education is to teach us how to give proper service to self, family, community, nation, and then to the world. One cannot accomplish this unless he or she has been properly educated in the least restrictive environment possible that reflects society in general. The ultimate goal is to produce an individual that is a productive member of society.
Youth Our youth must be developed as leaders both for today and for the future. Leadership training programs and active participation in community development should be encouraged. A detailed agenda on this subject must be developed. The process has begun and must receive priority. If THE NATIONAL AGENDA 2000-2008 is to become more than a program of ideas and words, then we must have strong and effective leadership. In fact, one of the goals of the national agenda must be the selection, development and implementation of effective community-focused leadership. Leadership is naturally the difference between activity, which goes in circles and leads nowhere and activity that is expected, focused and productive. Too often the leadership in our communities have lead us to dead ends, stagnation and even self-destruction. Leadership has no moral tone. Excellence in leadership can be used for moral and immoral goals and purposes in our communities; we have excellent "gang leaders." That same energy can be directed or reharnessed to uplift families and communities. Our challenge is to develop community-focused leaders with vision, purpose and commitment to principles of peace and justice for all people. Self-focused leadership is divisive and dangerous. There must be a deliberate and systematic effort to develop positive family, youth, and political, economic, spiritual and educational leadership to fulfill the promise of the Million Family March. Strong family leadership will help deliver the leadership required to fulfill the community-focused leadership needs of the new millennium. The leadership to implement the national agenda requires the following policies and practices:
To sponsor leadership-training institutions and programs which enlarge the capacity to build monuments and institutions that uplift family and communities. To encourage local and state political organizations to only endorse candidates for office who have completed a course of training in community-focused leadership and accountability. To encourage national civil rights and political organization to establish a national community-focused leadership training institute. If these principles and actions are implemented in every sector of our society, we will have the leadership power to fulfill the goals and objectives of each agenda area of the Million Family March. Strong family, political, economic, education, and spiritual leaders are needed to achieve sustained victory. Teen Pregnancy: Provide Education and Prevention 73America can no longer ignore the reality of babies having babies. By virtually every measure, teenage parents and their children will face additional hurdles to succeed in life. We must provide young people with more opportunities so that they can make better life decisions. Background Approximately one million teenage girls become pregnant each year, with over half of them giving birth. In 1994, one in ten African American teenage girls gave birth. These teenagers, who are increasingly single and poor, have limited academic skills and little hope for success. Not surprisingly, children born to teenage mothers face more hurdles in life. According to the Children’s Defense Fund, these children are more likely to be born with low birth-weight, grow up without fathers, live in less supportive homes, suffer abuse and neglect, spend time in foster care, suffer academically, become teenage parents themselves, and serve time in prison. In addition to the social costs, teen pregnancy costs the country between $13 and $19 billion each year in added health care, welfare and other costs.
Computer Literacy Increase Access to Information Technology 75Information technology is the bridge to the 21st Century. As our reliance on technology increases, poor and low-income individuals without access to those resources will be left behind. Many of our children are not being prepared to compete in the increasingly technology-based economy.
Goals 76
Caregivers 77Throughout this agenda document, emphasis is placed on the role of the family. Both the traditional and the extended family must be strengthened. Non-traditional families should be embraced so long as the concept, definition and characteristics are consistent with righteousness and morality. Children are losing their parents to drugs, HIV/AIDS and jail. Grandparents, often at great personal sacrifice, must now raise their children’s children. 78In many instances, family caregivers, many of who are poor and elderly, are the last hope for keeping children off the streets and out of foster homes. However, the new welfare legislation’s mandatory work participation requirements and time limits on benefits will make this more difficult.
In a recent report prepared by the National Association of Black Social Workers, Inc., kinship care has been a significant informal support system in our culture for many years. Traditionally, families have depended upon other family members and neighbors to help in times of need. The placement of children who are in need of out-of-home care with relatives has been steadily growing in recent years. Much of this growth has been attributed to the increasing number of birth parents who are unable to care for their children due to substance abuse, HIV/AIDS, homelessness, physical and mental illness and incarceration. California, Illinois and New York reportedly represent the states with the largest number of children in kinship care. The most recent figures indicate that approximately 3.3 million children under the age of 18 live with their grandparents or other relatives. We must be mindful of the fact that most of these families are not involved in the child welfare system. African American grandmothers are the primary caregivers for the children who enter into the kinship care system. Kinship care is a natural response to a national problem for children in out-of-home care. There has been a growing recognition of the benefits of kinship care and the stabilizing effect the extended family can have on placement. This change has been influenced by the enactment of "federal laws and judicial decisions that help facilitate agencies" provision of the "least restrictive," culturally appropriate placements for children and the much needed services to the children and their caregivers. With the passage of the Adoption and Safe Families Act of 1997, there is considerable pressure regarding shortening the length of stay in care and finding "permanent" homes for children. Issues Kinship care is a growing phenomenon across the country and presents many challenging practice and service-delivery issues. The issue of permanency is not a significant one for many children and families in kinship care because grandparents often feel that the children "belong to them." Many times, the children have been an on-going part of the grandparents’ lives. Often grandparents are reluctant to adopt their grandchildren. Many are rather ambivalent about getting involved in the judicial proceedings of termination of parental rights so that the children can be adopted. Relative caregivers often experience being in an estranged relationship with the child welfare system. In many instances, children are placed with relatives without support or services. Under the current laws and practices, relatives have no legal rights unless they adopt or obtain legal guardianship. Caregivers are often unable to access resources and services that are available to traditional foster care families. Financial assistance is often not available unless they are able to access Temporary Assistance for Needy Families (the old Aid to Dependent Families with Children). Currently, the foster care regulations are governing kinship families. These standards were promulgated to regulate children living with strangers, not family members. Children should not linger in foster care. However, the Adoption and Safe Families Act presents significant conflict with timeframes. Many of the children come into kinship care as a result of neglect that is attributed to substance abuse by birth parents. Based on the nature of the drug problem, treatment will probably take longer than the initial 12-month period that is the timeframe for beginning the process for termination of parental rights. Goals 79
NABSW Action for Consideration
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[ FORWARD
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VISION FOR AMERICA ] |
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Copyright © 2000 Million Man March, Inc.
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