Teaching Brown: Reflections on Pedagogical Challenges and Opportunities: Introduction

2004 ◽  
Vol 44 (1) ◽  
pp. 95-97 ◽  
Author(s):  
Jack Dougherty
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
Lived Experiences ◽  
White Supremacy ◽  
Board Of Education ◽  
List Type ◽  
Segregated Schools ◽  
The North ◽  
Policy Debates ◽  
Challenges And Opportunities

These first-person reflective essays were written from our perspectives as educators who find it immensely rewarding, yet incredibly challenging, to teach about Brown vs Board of Education. Rarely do we address an issue in our classroom that is wrapped up in so many layers of racial meaning, people's lived experiences, ongoing policy debates, and historical mythology. Teaching Brown forces many of us to confront a number of dilemmas that have no easy answers: •How do we “keep the struggle alive” in our students' hearts and minds while simultaneously teaching them to think like historians, who do not uncritically accept simplistic or celebratory accounts of the civil rights movement?•How do we bridge the gap between two diverging bodies of historical scholarship: one that praises desegregation activists who courageously challenged White supremacy and another that celebrates the good qualities of Black segregated schools?•How can we help our students see connections between historical struggles and contemporary debates over race, education, and power without slipping into presentism, the unfortunate tendency to perceive the past solely through present-day lenses?•Or how do we connect any of this academic literature to everyday people's lived experiences in the communities around us, whether we teach in the South, the North, or the West?

A Chink in the Armor: The Black-Led Struggle for School Desegregation in Arlington, Virginia, and the End of Massive Resistance

2001 ◽  
Vol 13 (3) ◽  
pp. 329-366 ◽  
Author(s):  
James McGrath Morris
Keyword(s):  
Public School ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Black Student ◽  
School Desegregation ◽  
School Integration ◽  
Board Of Education ◽  
Massive Resistance ◽  
Segregated Schools ◽  
White School

As it had for countless other children in Arlington, Virginia, the idyll days of summer had come to end for eleven-year-old Edward Leslie Hamm Jr. on the morning of 5 September 1957. After donning a pair of clean khaki pants and a freshly pressed, short-sleeved white shirt, Hamm was heading back to the classroom along with twenty-one thousand other students in this Northern Virginia community. That alone was enough to put a pit in any child's stomach. But for Hamm the day possessed an added dimension. Instead of riding a bus for forty-five minutes to the Negro school six miles across the county, his parents were dispatching him, along with two other black pupils, to challenge the continued exclusion of blacks from the all-white school, one mile from their isolated exclusively black neighborhood. A full three years after Brown v. Board of Education, not a single black student had yet attended a white public school in Virginia, seen by many observers as the frontline state of resistance to school integration. The three children were nervous and took no comfort in thinking of themselves among a vanguard of the civil rights movement. “I wasn't into an integration thing,” recalled George Tyrone Nelson, who was fourteen at the time and among the trio challenging the segregated schools that day.

scholarly journals “Hell Is Popping Here in South Carolina”: Orangeburg County Black Teachers and Their Community in the Immediate Post-Brown Era

2021 ◽  
Vol 61 (1) ◽  
pp. 35-62
Author(s):  
Candace Cunningham
Keyword(s):  
South Carolina ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
White Supremacy ◽  
Black Teachers ◽  
Board Of Education ◽  
Training School ◽  
Black And White ◽  
Equal Education ◽  
Long Civil Rights Movement

When the South Carolina legislature created the anti-NAACP oath in 1956, teachers across the state lost their positions. But it was the dismissal of twenty-one teachers at the Elloree Training School that captured the attention of the NAACP and Black media outlets. In the years following Brown v. Board of Education, South Carolina's Black and White communities went head-to-head in the battle over White supremacy versus expanded civil rights. The desegregation movement in 1955 and 1956 placed Black teachers’ activism in the spotlight—activism that mirrored what was happening in their community. This largely unknown episode of civil rights activism demonstrates that Black teachers were willing to serve not only as behind-the-scenes supporters in the equal education struggle but as frontline activists. Furthermore, it shows that South Carolina was an integral site of the long civil rights movement.

Voices of Civil Rights Lawyers

2017 ◽  
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
White Supremacy ◽  
Voting Rights ◽  
Deep South ◽  
The North ◽  
The Status ◽  
The Face ◽  
Big Events

Twenty-six contributors tell their stories about being civil rights lawyers in the Deep South. A thematic structure is employed to reflect these stories. Ten of the stories describe how children of the South and children of the North chose to become civil rights lawyers. The context of civil rights lawyering is explored from big events such as the 1965 Selma march to the everyday experiences of mass meetings and the recurring racism of Neshoba County. The misadventures of civil rights lawyers are described from arrests, to beatings, to a black lawyer being called by a racial epithet in court by a judge. The development of civil rights lawyer groups—the Legal Defense Fund, the LCDC (Lawyers Constitutional Defense Committee), and the Lawyers Committee for Civil Rights Under Law—were crucial to the success of the civil rights movement. Voting rights dramatically spurred by the Voting Rights Act of 1965 were crucial to the newly emerging status of blacks. The public accommodations section of the Civil Rights Act of 1964 broke barriers in hotels and eating places. School desegregation litigation changed the face of public schools forever. Employment discrimination litigation dramatically changed the workplace. The success of civil rights litigation led to using the federal courts to reform prisons and facilities for the mentally ill. Two authors discuss the contemporary language of race and the status of white supremacy.

Epilogue

2014 ◽  
pp. 115-118
Author(s):  
Heather Andrea Williams
Keyword(s):  
African Americans ◽  
Civil Rights ◽  
Black Men ◽  
Civil Rights Movement ◽  
White Supremacy ◽  
Jim Crow ◽  
Fourteenth Amendment ◽  
First Century ◽  
The North ◽  
The Right

Despite the abolition of slavery with the Thirteenth Amendment to the Constitution, notions of black inferiority and white supremacy still persisted in both the North and the South. The ‘Epilogue’ outlines the profound struggles by African Americans to make their freedom meaningful. In 1868, the Fourteenth Amendment granted citizenship to African Americans and promised equal protection under the law and, in 1870, the Fifteenth Amendment gave black men the right to vote. The modern civil rights movement of the 1940s, 1950s, and 1960s began to impact on the discriminatory Jim Crow laws and practices, but for many African Americans, struggles for equality, justice, and fairness continue into the twenty-first century.

Lillian Smith

2020 ◽  
Author(s):  
Will Brantley
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
White Supremacy ◽  
Rural Setting ◽  
Human Beings ◽  
Race And Gender ◽  
The North ◽  
Lillian Smith ◽  
And Gender ◽  
Liberal Vision

Lillian Smith (b. 1897–d. 1966) was born in Jasper, Florida, and grew up in a large and well-to-do southern family. In 1915, in the wake of the First World War, her father, Calvin Warren Smith, lost his financial standing and relocated his family to their summer home in North Georgia where he opened first a hotel and then a summer camp for girls, which Smith would later own and direct. It is somewhat surprising that no one has yet made a feature film based on Smith’s life. She is the Floridian teenager who found herself transplanted to a scenic but rural environment in the north Georgia mountains; the young woman who superintended elementary schools in this rural setting; the undergraduate student at both the local Piedmont College (1915–1916) and the Peabody Conservatory of Music in Baltimore (1917–1918, 1919–1922); the music teacher at a missionary school in Huzhow, China, an experience that solidified her social consciousness (1922–1925); the progressive director of Laurel Falls Camp for girls, many of whom came from the state’s wealthiest families (1925–1948); the publisher of South Today, a quarterly magazine and forum for liberal thought that she coedited for ten years with her life partner Paula Snelling (1936–1944); the controversial author of Strange Fruit, one of the best-selling novels of 1944; the self-analyst who published Killers of the Dream, a groundbreaking work of autobiography and cultural criticism that appeared first in 1949 and then again in an expanded edition in 1962; the friend and advisor to influential players on the national scene, including Eleanor Roosevelt and Martin Luther King, Jr.; and the combative social activist who withstood threats as she promoted her liberal vision through fiction, letters, essays, speeches, and pamphlets—including Now Is the Time (1954), her ardent defense of school desegregation—and creative works of self-writing and nonfiction prose, including The Journey (1954) and her final book, Our Faces, Our Words (1964). Smith was diagnosed with cancer in 1953, the disease that took her life in 1966 at the height of the civil rights movement that she, through her writings and activism, had helped to bring about and which she saw as evidence that human beings can in fact evolve. Smith turned a searchlight on the workings of white supremacy and blasted conservative ideologies of both race and gender. She has, since her death, emerged slowly but steadily as a pivotal figure in attempts to redraw the boundaries of the literary and cultural renaissance in the mid-20th century South.

Too Close for Comfort: Canada, the U.S. Civil Rights Movement, and the North American Colo(u)r Line

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Asa McKercher
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
North American ◽  
The North ◽  
The U.S

Too Close for Comfort: Canada, the U.S. Civil Rights Movement, and the North American Colo(u)r Line

Civil Rights and the Private School Movement in Mississippi, 1964–1971

2002 ◽  
Vol 42 (2) ◽  
pp. 159-180 ◽  
Author(s):  
Michael W. Fuquay
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Private School ◽  
Black Children ◽  
Board Of Education ◽  
Voting Rights Act ◽  
Massive Resistance ◽  
Housing Discrimination ◽  
Civil Rights Act

The signing of the Civil Rights Act of 1964 was heralded as a tremendous victory for the civil rights movement, the fulfillment of a decade-long struggle to enforce the Brown v. Board of Education decision. Along with measures against job and housing discrimination, the Civil Rights Act included provisions specifically designed to overcome the white South's massive resistance campaign and enforce school desegregation. Despite the continued intransigence of segregationists, these measures proved successful and white public schools across the South opened their doors to black children. With segregationists in retreat and the Voting Rights Act on the horizon, this was a time of celebration for civil rights activists. But this was not the end of the story.

Pedagogies of Protest: African American Teachers and the History of the Civil Rights Movement, 1940–1963

2011 ◽  
Vol 113 (12) ◽  
pp. 2777-2803 ◽  
Author(s):  
Scott Baker
Keyword(s):  
African American ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Black Teachers ◽  
Black Educators ◽  
The South ◽  
Student Protest ◽  
African American Teachers ◽  
Segregated Schools ◽  
Extracurricular Programs

Background/Context Although the dominant narrative of the civil rights movement marginalizes the role of black educators, revisionist scholars have shown that a significant number of black teachers encouraged student protest and activism. There has, however, been little analysis of the work of black teachers inside segregated schools in the South. Purpose/Objective This study examines the courses that Southern African American teachers taught, the pedagogies they practiced, and the extracurricular programs they organized. Using Charleston's Burke Industrial School as a lens to illuminate pedagogies of protest that were practiced by activist educators in the South, this study explores how leading black educators created spaces within segregated schools where they bred dissatisfaction with white supremacy. Research Design This historical analysis draws upon archival sources, school board minutes, school newspapers and yearbooks, oral testimony, and autobiographies. Conclusions/Recommendations In Charleston, as elsewhere in the South, activist African American teachers made crucial contributions to the civil rights movement. Fusing an activist version of the African American uplift philosophy with John Dewey's democratic conception of progressive education, exemplary teachers created academic and extracurricular programs that encouraged student protest. Beginning in the 1940s and continuing through the 1960s, students acted on lessons taught in classes and extracurricular clubs, organizing and leading strikes, boycotts, and demonstrations. The pedagogies that leading African American educators practiced, the aspirations they nurtured, and the student activism they encouraged helped make the civil rights movement possible.

Racial Realities

2020 ◽  
pp. 9-24
Author(s):  
Natsu Taylor Saito
Keyword(s):  
United States ◽  
Structural Change ◽  
Civil Rights ◽  
Racial Disparities ◽  
Civil Rights Movement ◽  
White Supremacy ◽  
The United States ◽  
Community Empowerment ◽  
American Indian Movement ◽  
The 1960S

In the 1960s, global decolonization and the civil rights movement inspired hope for structural change in the United States, but more than fifty years later, racial disparities in income and wealth, education, employment, health, housing, and incarceration remain entrenched. In addition, we have seen a resurgence of overt White supremacy following the election of President Trump. This chapter considers the potential of movements like Black Lives Matter and the Standing Rock water protectors in light of the experiences of the Black Panther Party, the American Indian Movement, and other efforts at community empowerment in the “long sixties.”

Introduction

Troublemakers ◽  
2019 ◽  
pp. 1-10
Author(s):  
Kathryn Schumaker
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
The United States ◽  
Board Of Education ◽  
Chicano Movement ◽  
Legal Principles ◽  
History Of ◽  
The 1960S ◽  
Relationship Of ◽  
The Relationship

The introductionexplains how and why student protest became common in the United States in the late 1960s and places these protests in the context of shifts in the history of education and in broader social movements, including the civil rights movement, the Chicano Movement, and black power activism. The introduction also situates students’ rights within the context of children’s rights more broadly, explaining the legal principles that justified age discrimination and excluded children and students from the basic protections of American constitutional law. The introduction identifies the two decades between the 1960s and 1980s as a constitutional moment that revolutionized the relationship of students to the state. It also connects students’ rights litigation to the issue of school desegregation and the legacy of Brown v. Board of Education.

Sign in / Sign up

Export Citation Format

Share Document