Hope and Despair: Southern Black Women Educators across Pre- and Post-Civil Rights Cohorts Theorize about Their Activism

Autor/in	Loder-Jackson, Tondra L.
Titel	Hope and Despair: Southern Black Women Educators across Pre- and Post-Civil Rights Cohorts Theorize about Their Activism
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 48 (2012) 3, S.266-295 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
Schlagwörter	African American Students; Civil Rights; Females; African American Education; Depression (Psychology); Urban Education; Educational History; African American Teachers; Social Environment; Urban Schools; Futures (of Society); Teacher Attitudes; Activism; Educational Change; Cooperation; Misconceptions + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bürgerrechte; Grundrechte; Zivilrecht; Weibliches Geschlecht; Stadtteilbezogenes Lernen; History of education; Bildungsgeschichte; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Soziales Umfeld; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Future; Society; Zukunft; Lehrerverhalten; Aktivismus; Politischer Protest; Bildungsreform; Co-operation; Kooperation; Missverständnis
Abstract	Framed by theoretical perspectives on Black Feminist Thought, the life course, and the Generation X/Hip-Hop generation, I present findings from a subset of 10 Black women educators in Birmingham, Alabama who participated in a larger life story project. The participants, who came of age professionally across the pre- and post-civil rights movement (CRM), describe divergent and convergent social and historical contexts that shaped their professionalization, as well as their relationships with and perceptions of Black students and parents. Participants across generation theorize that teaching and leading are activist practices in their own right, which entail clandestine support and silent protest, intergenerational bridge-building, and debunking the myth of Black inferiority. Post-CRM educators, in particular, expressed ambivalence about their urban students' futures. I conclude that multigenerational perspectives should figure more prominently in the scholarship on Black education in the US South. This emphasis could spark new directions and strategies for linking successive generations of Black educators, thereby maximizing opportunities for intergenerational dialogue and collaboration for transformative change in urban education. (Contains 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10