"The Development of Power Is the Main Business of the School": The Agency of Southern Black Teacher Associations from Jim Crow through Desegregation

Autor/in	Hale, Jon
Titel	"The Development of Power Is the Main Business of the School": The Agency of Southern Black Teacher Associations from Jim Crow through Desegregation
Quelle	In: Journal of Negro Education, 87 (2018) 4, S.444-459 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.87.4.0444
Schlagwörter	African American Teachers; Teacher Associations; Geographic Regions; School Segregation; School Desegregation; Teacher Rights; Equal Education; Equal Opportunities (Jobs); Teacher Salaries; Racial Bias; Social Justice; Civil Rights; United States History; African American History; Desegregation Litigation; Court Litigation + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Integrative Schule; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Lehrerbesoldung; Lehrervergütung; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Bürgerrechte; Grundrechte; Zivilrecht; Rechtsstreit
Abstract	This article provides a history of Black southern teacher associations and the civil rights agenda they articulated from Reconstruction through the desegregation of public schools in the 1970s. Black teacher associations demonstrated historic agency by demanding a fundamental right to an education, equal salaries, and the right to work during the era of desegregation. Black education associations thus served as a professional bulwark against institutional racism. The agency of Black teacher associations constitutes a unique though overlooked role in civil rights history that illustrates the latent potential of teacher associations to serve as bastions of civil rights-based reform initiatives. (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	2020/1/01