Fulfilling the Promise: African American Educators Teach for Democracy in Jim Crow's South

Autor/in	Preston-Grimes, Patrice
Titel	Fulfilling the Promise: African American Educators Teach for Democracy in Jim Crow's South
Quelle	In: Teacher Education Quarterly, 37 (2010) 1, S.35-52 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	African American Teachers; School Desegregation; Democracy; War; Foreign Countries; Depression (Psychology); Democratic Values; United States History; Social Justice; Social Bias; Social Discrimination; Teaching Experience; Social Attitudes; Social Studies; Civics; Interviews; Social Development; Social History + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Integrative Schule; Demokratie; Krieg; Ausland; Soziale Gerechtigkeit; Soziale Benachteiligung; Soziale Schließung; Social attidude; Soziale Einstellung; Gemeinschaftskunde; Staatsbürgerkunde; Interviewing; Interviewtechnik; Soziale Entwicklung; Sozialgeschichte
Abstract	America's civic community from the end of the Great Depression through the post World War II years was hardly rational or racially neutral in its uneven and unequal treatment of African Americans and other underrepresented groups. Conventional civic scholarship of the era has ignored the complexities of a racially segregated society that in theory would have made it difficult, if not illogical, for African American educators to embrace and promote democracy within their communities. Given the climate of social and political contradictions in the United States, how did African American educators teach students about equality, freedom, and justice in a separate and unequal society? This article addresses a basic yet complex question through the voices of five African American educators who taught in one Southern state's segregated schools before the 1954 "Brown v. Board of Education" decision. Recollections of their teaching experiences, coupled with historical data, provide context on social studies and civic education that is rarely addressed in historical civic discourse that often interpreted dominant political and social views without regard for perspectives of African Americans and other underrepresented groups. (Contains 1 table and 1 note.) (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10