Tolerated Tokenism, or the Injustice in Justice: Black Teacher Associations and Their Forgotten Struggle for Educational Justice, 1921-1954

Autor/in	Walker, Vanessa Siddle
Titel	Tolerated Tokenism, or the Injustice in Justice: Black Teacher Associations and Their Forgotten Struggle for Educational Justice, 1921-1954
Quelle	In: Equity & Excellence in Education, 46 (2013) 1, S.64-80 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2012.751756
Schlagwörter	Professional Associations; African American Teachers; Equal Education; United States History; Social Justice; Activism; Social Networks; Advocacy; Court Litigation; Parent Teacher Cooperation; Georgia + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Soziale Gerechtigkeit; Aktivismus; Politischer Protest; Social network; Soziales Netzwerk; Sozialanwaltschaft; Rechtsstreit; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	This article provides a thematic overview of the ways in which black educators, through their professional associations, advocated to create equality of schooling for black children in the pre-"Brown" era. In the struggle for socially just education, Black educators are historically depicted as reluctant participants or employees worried about their future career positions. Conversely, black educators used their professional networks and local connections to support national efforts to provide more equitable education. Using primary and secondary documentation, the author highlights the myriad forms of advocacy black educators used to seek justice for black children, and challenges negative portrayals of black educators in the pre-"Brown" era. (Contains 9 notes.) (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