The issues unique to the African American male have been centuries in the making, every re-creation lengthening a well-traveled road. Ray points to this long history as indicative of the years ahead needed to truly explore what this history means and come to terms with it for the future. The important lesson here is to celebrate beginnings as just that, and commit to making them the start of paths that will Chris-cross our world in years to come. "This is just a step in the right direction," Ray said of the Voyages program, "in order for this to really make a difference it has to be long-term."

Ray stresses the linkages that have made programs like Voyages necessary in the first place: the injuries of discrimination, media images that perpetuate African American males as athletic or entertainment symbols only -- wide-spread institutionalized beliefs that stand as barriers in the road to an African American boy’s journey to emotional and spiritual health. Just as these powerful negative influences are and have been a part of our nation’s foundation, so must a collection of positive forces begin to take hold of our culture and lives. In this respect, the Voyages program is one step of millions.

With both modesty and truth, Ray said that the Voyages program is a good start in our community to take up this journey of change, "but it requires much more than this." He acknowledges the other issues that planners involved in programs like Voyages should also consider as possible partner initiatives. From increasing Afro-centric education in every school to teacher and staff trainings that address the distinct challenges African American boys face, support and advocacy can broaden. A spirit of curricular change that looks closely at current restrictions and ways to break them down, is needed in education programming everywhere. Ray asks a simple question that focuses in on these limits: Why is there no white history month? The assumption is that we get quite a bit of white history at least eleven months of the year – white history, largely European, is integrated into all parts of our curriculum. Looking at every discipline with a multicultural perspective will only expand the perspective of all learners, making the whole year multicultural -- making every month of learning relevant to every student.

The list goes on. The linkages between one social issue and many others are strong. And so always, as one voyage ends, another begins.

References

Kunjufu, Jawanza. Countering the Conspiracy to Destroy Black Boys. Chicago: African American Images, 1983.

Osborne, Jason. "Race and Academic Disidentification." Journal of Educational Psychology, vol. 89, No.4, 1997.

Turner, Ray. Voyages 1998.