“Intimate Social Contact with Negro Men”

This chapter covers the New Deal decade of the 1930s and the Greatest War decade of the 1940s. After the stock market crash in October 1929, the mounting toll of unemployment, industrial near-collapse, and crop failures overwhelmed the feeble recovery efforts of President Herbert Hoover’s administration and brought Franklin D. Roosevelt to the White House with ambitious plans for a New Deal. Black leaders were both hopeful and cautious about the impact of recovery programs. Under the leadership of Mary McCloud Bethune, a noted Black educator and friend of Eleanor Roosevelt, a “Black Cabinet” succeeded in obtaining a fair share of jobs and relief for poor Blacks, but at the price of segregation in Jim Crow states. The chapter also recounts the beginnings of the legal campaign against school segregation, led by Thurgood Marshall, legal director of the NAACP. His first court victories, in Maryland and Missouri, were interrupted by World War II, during which labor leader A. Philip Randolph won protection for Blacks in war industries. But the war’s end unleashed a new wave of attacks on Blacks; the blinding of a Black veteran in uniform, Isaac Woodard, by a White South Carolina sheriff so upset President Harry Truman that he ordered integration of the armed forces. Meanwhile, Marshall won three more graduate and law school cases in Oklahoma and Texas, further undermining the “separate but equal” doctrine of the Plessy case.

Hearkening Unto Joshua, 1901‒1909

This chapter analyses Roosevelt’s domestic policies and his personal family life as president. His 1901 dinner with black educator Booker T. Washington and his 1902 settling of a coal strike endeared him to reformers. In 1904 he won election in his own right. As a tolerant Protestant, Roosevelt appointed the first Jew to a cabinet position in 1906, supported the Mormon senator Reed Smoot, and defended the Unitarianism of his hand-picked successor William Howard Taft. At the same time he faced backlash for attempting to remove “In God We Trust” from the national coinage. Theodore and Edith Roosevelt also raised their children in the Christian faith and quietly encouraged their devotion.

A CRIANÇA QUE ESCUTA NA PROFESSORA QUE GINGA:

O artigo analisa a trajetória de uma professora negra na periferia de uma capital do sul do Brasil e tem como objetivo explicitar como valores e memórias de uma certa formação étnico-racial podem influir no processo de “tornar-se professora”. O estudo se baseia em uma entrevista direta, realizada durante a atividade de uma disciplina de um curso de pós-graduação e tem como instrumental teórico-metodologico a autobiografia, concebida como uma ‘tipologia das mediações sociais” (NÓDOA e FINGER, 1988), construída a partir de “saberes distintos” (TARDIF, 2002). Recorremos, ainda, aos conceitos de Conscientização em FREIRE (1979) e outras referências em J. CANDAU e M.C. PASSEGI. PALAVRAS-CHAVE Autobiografia, Saberes, Práticas. THE CHILD’S LISTENING TO THE TEACHER’S GINGA STYLE: the knowledge mobilization of a black educator from the outskirts of Porto Alegre on "becoming a teacher" ABSTRACT This article analyzes the pathway of a black teacher from a capital city in South Brazil and aims to explain how memories and values of a certain ethnic- racial education may influence the “becoming a teacher” process. The study, carried out during a postgraduate course activity, is based on a direct interview and its theoretical and methodological tool is autobiography, which was conceived as “typology of social mediation”(NÓDOA e FINGER,1988) and built from “distinct knowledge”(TARDIF, 2002). We have yet used the Critical Consciousness approach by Freire (1979) and other references in. Candau and M.C. PASSEGI. KEYWORDS Autobiography, Knowledge, Practices.

Teaching While Black

A review of Matthew E. Henry's Teaching While Black. Main Street Rag Publishing Company, 2020. Matthew E. Henry's slim, searing first book of poems, Teaching While Black, is composed of situations or "teaching moments" that have occured throughout his life and particularly in his career as a Black teacher at mostly white and privileged schools. Particularly timely after the recent police killings of Breonna Taylor, George Floyd, and others, the poems, and the moments each represents, highlight the intersection of race, class, and gender politics, exploring the conflicted meanings of place, position, and identity for a Black educator. These are challenging, insightful, and passionate poems that would be ideal reading for courses focused on these issues, particularly in conjunction with the BLM protests that coincide with the collection's publication and with helping students both to understand and resist the received positions that society, or educational institutions assign them.

Lélia Gonzalez e o papel da educação para o feminismo negro brasileiro

Durante a década de 1980, o movimento negro brasileiro se afirmou como importante sujeito político no processo de redemocratização do país. Junto aos demais companheiros de militância, as mulheres negras elegeram o acesso à educação como uma das principais bandeiras de emancipação política, por considerá-la importante não apenas na conquista de direitos e melhores condições de vida, mas devido ao seu potencial no processo de reconhecimento étnico-racial e descolonização cultural e epistemológica. Nesse cenário, destaca-se a contribuição da intelectual e ativista do feminismo negro Lélia Gonzalez, cujo engajamento foi fundamental para o questionamento das variadas formas de colonialidade e como estas se expressam na cultura brasileira. A partir da pesquisa realizada por Nilma Lino Gomes (2017) sobre o movimento negro educador, além de reflexões de autoras e autores latinoamericanos sobre colonialidade e educação decolonial, o artigo busca analisar os significados atribuídos à educação por intelectuais e ativistas do feminismo negro, em especial, Lélia Gonzalez. Referência na luta contra as opressões de gênero, raça e classe no Brasil, além de propor uma descolonização da educação, sua produção acadêmica e militância tomaram como principais alvos de questionamento e denúncia a universalidade da categoria mulher, construída no interior do movimento feminista e, por outro lado, o machismo e as desigualdades de gênero presentes no movimento negro.Educação. Colonialidade. Feminismo Negro. Lélia Gonzalez. Lélia Gonzalez: the meanings attributed to education by intellectuals and activists of black feminismAbstract During the 1980s, the Brazilian black movement affirmed itself as an important political subject in the process of redemocratization of the country. Along with the other members of the militancy, black women chose access to education as one of the main flags of political emancipation, considering it important not only in the conquest of rights and better conditions of life, but because of its potential in the recognition process ethno-racial and cultural and epistemological decolonization. In this scenario, the contribution of the feminist activist and black feminist Lélia Gonzalez stands out, whose engagement was fundamental for the questioning of the various forms of coloniality and how these are expressed in Brazilian culture. From the research carried out by Nilma Lino Gomes (2017) on the black educator movement, in addition to the contributions and reflections of Latin American authors and authors on coloniality and decolonial education, the article seeks to analyze the meanings attributed to education by intellectuals and activists of black feminism, in particular, Lélia Gonzalez. Reference in the struggle against the oppressions of race, gender and class in Brazil, besides proposing a decolonization of education, its academic production and militancy took as main targets of questioning and denunciation the universality of the category woman, built within the feminist movement and, on the other hand, the machismo and the gender inequalities present in the black movement.Education. Coloniality. Black Feminism. Lélia Gonzalez

“No Time for Messin’ Around!” Understanding Black Educator Urgency: Implications for the Preparation of Urban Educators

Studies of effective Black educators describe the teacher’s sense of urgency as the guiding perspective that manifests in their authoritative, insistent manner. Although the bulk of this work offers snapshots of insistence in practice, less is known about the perspectives that undergird Black educator urgency. Using collaborative inquiry methodology framed within an emancipatory theoretical perspective, this article describes the sociocultural factors that give rise to the sense of urgency perceived by Black educators. Findings revealed that the factors that contributed to Black educator urgency were rooted in the educators’ culture-specific perspectives. Discussion and implications for teacher educators conclude the article.