"Doing the Best We Could": African American Teachers' Counterstory on School Desegregation

Autor/in	Dingus, Jeannine E.
Titel	"Doing the Best We Could": African American Teachers' Counterstory on School Desegregation
Quelle	In: Urban Review: Issues and Ideas in Public Education, 38 (2006) 3, S.211-233 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-006-0034-6
Schlagwörter	Stellungnahme; Personal Narratives; Social Class; African American Teachers; School Desegregation; Race; Sex; Interpersonal Relationship; Majority Attitudes; Qualitative Research; Resistance (Psychology); Social Behavior; Activism; Minority Group Influences + Suchen Sie Ihr Suchwort? Erlebniserzählung; Social classes; Soziale Klasse; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Integrative Schule; Rasse; Abstammung; Geschlecht; Geschlechtsverkehr; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Mehrheitsprinzip; Qualitative Forschung; Resistenz; Social behaviour; Soziales Verhalten; Aktivismus; Politischer Protest
Abstract	National narratives on the movement to desegregate Southern schools, as construed by dominant cultural forces, focus on school desegregation from the vantage point of dominant culture; portraying school desegregation as a singular and inevitable event emanating from jurisprudence and principles of democracy, with little attention to the complexities of those most impacted. This article argues the importance of including counterstory to such narratives, specifically highlighting the narratives of African American teachers. Using qualitative methods, the study this article demonstrates how African American teachers' personal narratives of school desegregation provide a window into the complexities of school desegregation illuminating the ways in which race, social class standing, gender, and personal relationships compounded individual support, views, resistance, and participation in the movement to desegregate Southern schools. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10