Thirty Years in the Storm: Leadership at an African-Centered School

Autor/in	Piert, Joyce Hafeeza
Titel	Thirty Years in the Storm: Leadership at an African-Centered School
Quelle	In: Urban Review: Issues and Ideas in Public Education, 45 (2013) 3, S.376-394 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-013-0237-6
Schlagwörter	African American Education; Urban Schools; Racial Composition; Role of Education; Educational History; African American History; Public Schools; Leadership; Equal Education; Academic Achievement; Access to Education + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsauftrag; History of education; Bildungsgeschichte; Public school; Öffentliche Schule; Führung; Führungsposition; Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	For most Americans, access to a quality education has always been perceived as the fundamental link to upward mobility and increased life chances within our society (Ballantine and Hammack in "The sociology of education: a systematic analysis." Prentice Hall, Upper Saddle River, 2011; Brown et al. 2010; Holyfield 2002). This perception of the role of education has been particularly salient for African American people. From the beginning of their experiences in America, the African American community creatively established schools for their children (Anderson in "The education of Blacks in the South, 1860-1935." The University of North Carolina Press, Chapel Hill, 1988). Even during the enslavement of the majority of African people in this country, they would often risk their lives in the effort to learn to read and write (Douglass and Stepto in "Narrative of the life of Frederick Douglass, an American slave." Belknap Press of Harvard University Press, Cambridge, 2009). Subsequently this rich history, along with the continued presence of inequities and underachievement in the public schools became the undergirding impetus for the development of independent Black schools within the African American communities around the nation beginning in the early 1960's. Through the years, many of these schools have waged a fervent battle to remain operating. In spite of difficulties with various factors such as, finances, facilities location and maintenance, as well as an unstable teaching force, the leaders who founded these institutions remain committed to the education of African American children. Currently, there is a paucity of research on the founders of these independent Black schools. The purpose of this study was to investigate the educational philosophy and strategies which guided the decision-making process of the founder of an independent Black school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10