A Chink in the Armor: The Black-Led Struggle for School Desegregation in Arlington, Virginia, and the End of Massive Resistance

2001 ◽  
Vol 13 (3) ◽  
pp. 329-366 ◽  
Author(s):  
James McGrath Morris
Keyword(s):  
Public School ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Black Student ◽  
School Desegregation ◽  
School Integration ◽  
Board Of Education ◽  
Massive Resistance ◽  
Segregated Schools ◽  
White School

As it had for countless other children in Arlington, Virginia, the idyll days of summer had come to end for eleven-year-old Edward Leslie Hamm Jr. on the morning of 5 September 1957. After donning a pair of clean khaki pants and a freshly pressed, short-sleeved white shirt, Hamm was heading back to the classroom along with twenty-one thousand other students in this Northern Virginia community. That alone was enough to put a pit in any child's stomach. But for Hamm the day possessed an added dimension. Instead of riding a bus for forty-five minutes to the Negro school six miles across the county, his parents were dispatching him, along with two other black pupils, to challenge the continued exclusion of blacks from the all-white school, one mile from their isolated exclusively black neighborhood. A full three years after Brown v. Board of Education, not a single black student had yet attended a white public school in Virginia, seen by many observers as the frontline state of resistance to school integration. The three children were nervous and took no comfort in thinking of themselves among a vanguard of the civil rights movement. “I wasn't into an integration thing,” recalled George Tyrone Nelson, who was fourteen at the time and among the trio challenging the segregated schools that day.

Civil Rights and the Private School Movement in Mississippi, 1964–1971

2002 ◽  
Vol 42 (2) ◽  
pp. 159-180 ◽  
Author(s):  
Michael W. Fuquay
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Private School ◽  
Black Children ◽  
Board Of Education ◽  
Voting Rights Act ◽  
Massive Resistance ◽  
Housing Discrimination ◽  
Civil Rights Act

The signing of the Civil Rights Act of 1964 was heralded as a tremendous victory for the civil rights movement, the fulfillment of a decade-long struggle to enforce the Brown v. Board of Education decision. Along with measures against job and housing discrimination, the Civil Rights Act included provisions specifically designed to overcome the white South's massive resistance campaign and enforce school desegregation. Despite the continued intransigence of segregationists, these measures proved successful and white public schools across the South opened their doors to black children. With segregationists in retreat and the Voting Rights Act on the horizon, this was a time of celebration for civil rights activists. But this was not the end of the story.

Teaching Brown: Reflections on Pedagogical Challenges and Opportunities: Introduction

2004 ◽  
Vol 44 (1) ◽  
pp. 95-97 ◽  
Author(s):  
Jack Dougherty
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
Lived Experiences ◽  
White Supremacy ◽  
Board Of Education ◽  
List Type ◽  
Segregated Schools ◽  
The North ◽  
Policy Debates ◽  
Challenges And Opportunities

These first-person reflective essays were written from our perspectives as educators who find it immensely rewarding, yet incredibly challenging, to teach about Brown vs Board of Education. Rarely do we address an issue in our classroom that is wrapped up in so many layers of racial meaning, people's lived experiences, ongoing policy debates, and historical mythology. Teaching Brown forces many of us to confront a number of dilemmas that have no easy answers: •How do we “keep the struggle alive” in our students' hearts and minds while simultaneously teaching them to think like historians, who do not uncritically accept simplistic or celebratory accounts of the civil rights movement?•How do we bridge the gap between two diverging bodies of historical scholarship: one that praises desegregation activists who courageously challenged White supremacy and another that celebrates the good qualities of Black segregated schools?•How can we help our students see connections between historical struggles and contemporary debates over race, education, and power without slipping into presentism, the unfortunate tendency to perceive the past solely through present-day lenses?•Or how do we connect any of this academic literature to everyday people's lived experiences in the communities around us, whether we teach in the South, the North, or the West?

Strictly Political

2017 ◽  
Author(s):  
Julian Maxwell Hayter
Keyword(s):  
African American ◽  
Civil Rights ◽  
Race Relations ◽  
Civil Rights Movement ◽  
City Council ◽  
Board Of Education ◽  
Voting Rights Act ◽  
Massive Resistance ◽  
Political Machine

Chapter 1 reimagines the origins of the civil rights movement by examining the suffrage crusades that predated the Voting Rights Act (VRA) of 1965. The women and men of the Richmond Crusade for Voters were the legatees of a drawn-out struggle against racist civility and white paternalism in Virginia. Moderate racial reforms, led by men such as Gordon Blaine Hancock, characterized race relations in Richmond before the 1950s. Brown v. Board of Education (1954) ended racist civility in Virginia. The Crusade and the National Organization for the Advancement of Colored People (NAACP) more immediately emerged in opposition to massive resistance to public-school integration and racist urban-renewal policies. This organization eventually outmobilized Harry Byrd’s political machine by paying poll taxes. With the help of the NAACP and its “Miracle of 1960” campaign, the Crusade elected an African American, B.A. “Sonny” Cephas, to the Richmond City Council in 1964.

The Southern Manifesto

2014 ◽  
Author(s):  
John Kyle Day
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
Board Of Education ◽  
The South ◽  
Massive Resistance ◽  
Postwar America ◽  
White Southerners ◽  
Federal Judiciary ◽  
Complete Study ◽  
Post War

The Southern Manifesto: Massive Resistance and the Fight to Preserve Segregation is the first complete study of the Declaration of Constitutional Principles, popularly known as the Southern Manifesto. On March 13, 1956, ninety-nine members of the Eighty-Fourth United States Congress promulgated the Southern Manifesto, formally stating opposition to Brown v. Board of Education (1954) and the emerging Civil Rights Movement. This book explores a crucial aspect of post-war American history in general and the Civil Rights Movement in particular, most notably that of efforts by southern segregationists to construct a quasi-legal and political defense against the desegregation decisions of the Federal judiciary. This promulgation was also a response to the increasing support by American public opinion to advocates of desegregation, as well as the increasing isolation of the South and its traditional social structures. The Southern Manifesto was seminally important in creating the concerted and ultimately successful effort by white southerners to oppose the implementation of the Brown decision, a movement that came to be known as massive resistance. This study treats the Southern Manifesto as a document in and of itself, analyzing its text, its authors, its supporters and opponents. The Southern Manifesto, therefore, explains where the formation of the segregationist majority came from and how it became the standard for the South during this period, and thus creates a useful window through which to view the racial dynamics of postwar America.

Just Trying to Have School

2018 ◽  
Author(s):  
Natalie G. Adams ◽  
James H. Adams
Keyword(s):  
School Desegregation ◽  
Formal Training ◽  
Board Of Education ◽  
Ordinary People ◽  
Massive Resistance ◽  
Effective School ◽  
Daily Work ◽  
Segregated Schools ◽  
The Supreme Court ◽  
Desegregated Schools

After the 1954 Brown v. Board of Education ruling, no state fought longer or harder to preserve segregated schools than Mississippi. This massive resistance came to a crashing halt in October 1969 when the Supreme Court ruled in Alexander v. Holmes Board of Education that “the obligation of every school district is to terminate dual school systems at once and to operate now and hereafter only unitary schools.” Thirty of the thirty-three Mississippi districts named in the case were ordered to open as desegregated schools after Christmas break. With little guidance from state officials and no formal training or experience in effective school desegregation processes, ordinary people were thrown into extraordinary circumstances. However, their stories have been largely ignored in desegregation literature. This book explores the arduous and complex task of implementing school desegregation. How were bus routes determined? Who lost their position as principal? Who was assigned to what classes? Without losing sight of the important macro forces in precipitating social change, the authors shift attention to how the daily work of “just trying to have school” helped shape the contours of school desegregation in communities still living with the decisions made fifty years ago.

Pedagogies of Protest: African American Teachers and the History of the Civil Rights Movement, 1940–1963

2011 ◽  
Vol 113 (12) ◽  
pp. 2777-2803 ◽  
Author(s):  
Scott Baker
Keyword(s):  
African American ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Black Teachers ◽  
Black Educators ◽  
The South ◽  
Student Protest ◽  
African American Teachers ◽  
Segregated Schools ◽  
Extracurricular Programs

Background/Context Although the dominant narrative of the civil rights movement marginalizes the role of black educators, revisionist scholars have shown that a significant number of black teachers encouraged student protest and activism. There has, however, been little analysis of the work of black teachers inside segregated schools in the South. Purpose/Objective This study examines the courses that Southern African American teachers taught, the pedagogies they practiced, and the extracurricular programs they organized. Using Charleston's Burke Industrial School as a lens to illuminate pedagogies of protest that were practiced by activist educators in the South, this study explores how leading black educators created spaces within segregated schools where they bred dissatisfaction with white supremacy. Research Design This historical analysis draws upon archival sources, school board minutes, school newspapers and yearbooks, oral testimony, and autobiographies. Conclusions/Recommendations In Charleston, as elsewhere in the South, activist African American teachers made crucial contributions to the civil rights movement. Fusing an activist version of the African American uplift philosophy with John Dewey's democratic conception of progressive education, exemplary teachers created academic and extracurricular programs that encouraged student protest. Beginning in the 1940s and continuing through the 1960s, students acted on lessons taught in classes and extracurricular clubs, organizing and leading strikes, boycotts, and demonstrations. The pedagogies that leading African American educators practiced, the aspirations they nurtured, and the student activism they encouraged helped make the civil rights movement possible.

“Say What you Really Believe”1: Freedom Schools, Youth Empowerment, and Black Power in 1960s Milwaukee

2020 ◽  
Vol 122 (7) ◽  
pp. 1-33
Author(s):  
Katerina Suchor
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
Black Power ◽  
School Desegregation ◽  
Historical Analysis ◽  
School Curriculum ◽  
Youth Empowerment ◽  
Black Liberation ◽  
Freedom Schools ◽  
Core Components

Background The historical literature on the civil rights movement has tended to underemphasize the movement's educational activities, while literature on the civil rights and Black Power movements has overemphasized ideological and tactical differences between these chapters in the struggle for Black liberation. A few studies have examined Freedom Schools—educational projects established as part of larger civil rights campaigns—but these studies have focused almost exclusively on Freedom Schools in the Southern context. Purpose Focusing on Freedom Schools organized as part of a school desegregation campaign in Milwaukee during the mid-1960s, this article explores the pedagogical purpose and philosophy of the Freedom Schools, as distinct from other protest activities undertaken as part of the campaign, as well as the legacy of the Freedom Schools after the campaign's conclusion. Research Design This historical analysis examines materials such as lesson plans, flyers, and correspondence from the archives of the Milwaukee United School Integration Committee (MUSIC), the organization responsible for the school desegregation campaign. Findings This article shows that core components of the Freedom School curriculum, which sought to challenge deficit-oriented policies and empower youth to create social change, foreshadowed key tenets of Black Power ideology. Conclusions These findings suggest that the Freedom Schools, as important sites of ideological development, highlight continuity between the civil rights and Black Power movements and situate the Freedom Schools as part of a longer tradition of education for liberation and self-determination.

Introduction

Troublemakers ◽  
2019 ◽  
pp. 1-10
Author(s):  
Kathryn Schumaker
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
The United States ◽  
Board Of Education ◽  
Chicano Movement ◽  
Legal Principles ◽  
History Of ◽  
The 1960S ◽  
Relationship Of ◽  
The Relationship

The introductionexplains how and why student protest became common in the United States in the late 1960s and places these protests in the context of shifts in the history of education and in broader social movements, including the civil rights movement, the Chicano Movement, and black power activism. The introduction also situates students’ rights within the context of children’s rights more broadly, explaining the legal principles that justified age discrimination and excluded children and students from the basic protections of American constitutional law. The introduction identifies the two decades between the 1960s and 1980s as a constitutional moment that revolutionized the relationship of students to the state. It also connects students’ rights litigation to the issue of school desegregation and the legacy of Brown v. Board of Education.

Introduction

2018 ◽  
pp. 1-21
Author(s):  
Michelle A. Purdy
Keyword(s):  
Twentieth Century ◽  
Black Students ◽  
Independent Schools ◽  
School Desegregation ◽  
Board Of Education ◽  
Historically White ◽  
Public And Private ◽  
Segregated Schools ◽  
Education Decision ◽  
White Elite

This chapter discusses the book’s central arguments. This book contends that the lines between public and private blurred as private schools became focal points of policy and spaces to avoid public school desegregation during the mid-twentieth century. Leaders of independent schools also blurred notions of public and private as they responded to multiple historical, political, social, and economic factors. The first black students to desegregate schools like Westminster in Atlanta were born and raised in the decade after the Brown v. Board of Education decision. This history posits that they courageously navigated such schools, drawing on their experiences in southern black segregated communities and in southern black segregated schools. Consequently, by virtue of their presence and actions, the first black students, including Michael McBay, Malcolm Ryder, Jannard Wade, and Wanda Ward, informed and influenced the Westminster school culture as it underwent institutional change. This narrative more forthrightly positions historically white elite schools or independent schools in the racial school desegregation narrative and contributes to an expanding understanding of black educational experiences in the third quarter of the twentieth century. While an institutional history, this book also chronicles, simultaneously, how the National Association of Independent Schools (NAIS) considered and advanced a focus on the recruitment of black students.

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