An "Organized Body of Intelligent Agents," Black Teacher Activism during "De Jure" Segregation: A Historical Case Study of the Florida State Teachers Association

Autor/in	Houchen, Diedre Faith
Titel	An "Organized Body of Intelligent Agents," Black Teacher Activism during "De Jure" Segregation: A Historical Case Study of the Florida State Teachers Association
Quelle	In: Journal of Negro Education, 89 (2020) 3, S.267-281 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	African American Teachers; Activism; Educational History; Teacher Associations; Racial Segregation; Equal Opportunities (Jobs); Teacher Salaries; United States History; Teacher Role; Civil Rights; Racial Discrimination; Access to Education; Equal Education; Educational Quality; Elementary Secondary Education; High Schools; Accreditation (Institutions); Faculty Development; Social Change; Democratic Values; Florida + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Aktivismus; Politischer Protest; History of education; Bildungsgeschichte; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Rassentrennung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Lehrerbesoldung; Lehrervergütung; Lehrerrolle; Bürgerrechte; Grundrechte; Zivilrecht; Racial bias; Rassismus; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; High school; Oberschule; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Sozialer Wandel
Abstract	This article discusses Black teacher activism during Jim Crow through a case study of the Florida State Teachers Association. Few studies have examined the response of Black teacher associations to Jim Crow educational policies. This study examines inequities in school and teacher salaries and the FSTA's response by way of campaigns, rhetoric and other activities. It demonstrates that the FSTA's countered educational underinvestment and neglect during the 1920s and 1930s and describes the FSTA's praxis during the 1940s. The study concludes that the FSTA maintained an activist role in for liberation through educational organizing. It suggests that Black teacher activism occurred across the Southern region bolstering Southern education and contributing to the Civil Rights Movement. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01