Defining the Situation: Building from Strengths (2007)

Strengths may be viewed as assets that make provisions for advancing the causes of others as well as self. According to the American Heritage Electronic Dictionary (1992), strength includes the ability to maintain a moral or intellectual position. The Negro Educational Review's (NER) mission parallels this view as it continues to provide opportunities for others to share their intellectual works through contributions to the literature. Building this mission includes (a) encouraging a critical examination of a variety of issues and (b) publishing writings that continue to highlight traits that are strengths in various populations. In writing about cultural pluralism in education as it relates to teaching from multiracial and multiethnic backgrounds, Hilliard (2002) noted that in order to ensure that, get an accurate perception of what was taught, they be presented pictures of the real world ... [so that they] will find themselves at the center of materials that they study, a strength trait. Similarly, the foundation of learning materials for others should be strong enough not only for the to get an accurate worldview but for them to interpret and build from it as well. Durden (2007) encourages an African worldview where and communities adopt an orientation that attends to purposeful living and engagement. ... [also where] the world is not limited to the physical senses or intellect (p. 26). The literature is replete issues that range from educating people to hiring people for the best wages. It reflects a belief that an education can provide individuals a better chance of success through participation (e.g., impact on local and national issues) and satisfaction life (i.e., family, home, job, community). Recorded history shows that possessing education is a strength; people it are much more likely to be employed, savvy politically, and more likely to influence or even denominate others. Examples of such individuals cited by the literature can be found in this and other national and international academic journals, the Internet, and electronic databases. Additionally, two such individuals are Hortense D. Lloyd and Asa G. Hilliard, III, former advisory editors of NER. It is the understanding of building from strengths that we (NER executive and advisory editors) acknowledge them both as strength builders. During the month of August 2007 both became NER editors beyond this life after having made major contributions to NER. Educator Hortense Lloyd's contributions can be traced back to the establishment of this journal through publications and through the incorporation of The Negro Educational Review, Inc. She signed the Certificate of Incorporation papers along past Editors-in-Chief (J. Irving E. Scott, was editor 1950 - 1981 and R. Grann Lloyd, was editor 1981 - 1995) and Helen R. Scott on July 7, 1976. Asa G. Hilliard, III, an educational psychologist and a leading proponent of Afrocentric studies, made numerous contributions to NER. In 1978 he was guest editor for the special issue: Testing African American Students. That popular issue was subsequently re-issued him as editor and published as a book by Aaron Press in Morristown, NJ. Acknowledgments of both are in this issue of NER. Becoming engaged the literature brings about critical thought, usage of information, and advancement beyond the current status. Dr. Shirley Biggs, executive and co-managing editor of NER and I are excited about articles in this issue. As with certain safeguards, society delegates to the school the major responsibility for stimulating and guiding the growth of its children (Lloyd & Lloyd, 1947, p. …