Introduction: Historical Perspectives on African American Education, Civil Rights, and Black Power

2015 ◽  
Vol 100 (4) ◽  
pp. 573-585 ◽  
Author(s):  
Dionne Danns ◽  
Michelle A. Purdy
Author(s):  
Pamela Grundy

Tells the story of growth on Charlotte's west side from the 1920s through the 1950s, a time when the city's African American population was not only growing but also shifting from the center city to the new neighborhoods being built on the west side of time. Describes the multi-class community fashioned by west side residents in the 1920s and 1930s. Explores the school culture that developed by the highly qualified staff at West Charlotte High School, which opened in 1938, and which became a key focus of community activities and aspirations. Covers early civil rights activities, reactions to the Supreme Court's Brown v. Board decision and examines the dilemma faced by African American education advocates: whether to focus on integration, or on securing more resources for all-black schools.


2019 ◽  
Vol 59 (2) ◽  
pp. 227-256 ◽  
Author(s):  
William G. Wraga

Around 1940, the Southern Association Study in Secondary Schools and Colleges and the Secondary School Study of the Association of Colleges and Secondary Schools for Negroes implemented cooperative educational experimentation in the American South. This was a progressive education method for improving schools exemplified in the national Eight-Year Study. The research detailed here reconstructs the work of the two southern studies as it occurred in tandem and in connection with the Eight-Year Study and the General Education Board. The white Southern Study utilized the progressive cooperative study as a clinical technique largely divorced from democratic ideals. The black Secondary School Study leveraged the progressive cooperative study as a means to democratize African American education in the South. The findings reported here confirm and complement conclusions in the historiography of African American education, extend historical perspectives on the Eight-Year Study, and contribute to an understanding of how progressive education was interpreted and translated into practice.


Author(s):  
Stephen Tuck

1968 is commonly seen as the end of the classic era of modern civil rights protest: a year when Martin Luther King Jr. was killed, when violence seemed endemic in urban black communities, when Black Power groups fractured and when candidates opposed to further civil rights legislation made giant strides at the ballot box. 1968 seemed to usher in a decade bereft of major civil rights activity, ahead of a resurgence of conservative politics. And yet a look behind the headlines tells a different story in the post-1968 years at the local level: of increasing civil rights protest, of major gains in the courts and politics and the workplace, of substantial victories by Black Power activists, and calls for new rights by African American groups hitherto unrecognised by civil rights leaders. This chapter argues that in many ways 1968 marked the beginning of a vibrant new phase of race-centred activism, rather than the end, of the modern civil rights movement.


Author(s):  
Edward G. Goetz

This chapter describes the tension between integration and community development from the 1940s through the end of the 1960s. It describes the conflict within the African-American community between efforts to achieve integration on the one hand and building power and capacity within the community on the other. It describes the emergence and evolution of the fair housing movement in the U.S. Finally, the ways in which this conflict played out during the civil rights and Black Power eras is highlighted.


Author(s):  
Terrence T. Tucker

This chapter explores radicalization of comic rage in Douglas Turner Ward’s Day of Absence and Ishmael Reed’s Flight to Canada. Emerging in the middle of the transition from the integrationist period of the civil rights movement to the nationalism of the Black Power movement, both works openly challenge fundamental concepts about race. In addition to targeting fundamental assumptions of Western superiority, these works also question simplistic counter-representations that African Americans present to combat racist stereotypes. Using forms increasingly important in African American literature, like drama and neo-slave narratives, these works enact comic rage as way to depict unique and powerful forms of resistance.


2021 ◽  
Author(s):  
Sheneka Williams ◽  
Sarah McCollum ◽  
Kimberly Clarida

2020 ◽  
pp. 137-158
Author(s):  
Joe William Trotter

By the mid-1960s, the political and social terrain on which the Urban League worked had changed dramatically. The Pittsburgh-born children of southern black migrants had come of age and pushed hard against the color line in the city's economy, politics, and institutions. National headquarters and local branches across the country worried about the increasing black nationalist turn in African American politics. But the ULP had helped to establish the postwar groundwork and even models for the fluorescence and even militance of Pittsburgh's Civil Rights and Black Power struggles of the 1960s and early 1970s.


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