Between Struggle and Hope: Four Black Educators in the South, 1894-1915.

1990 ◽  
Vol 77 (3) ◽  
pp. 1055
Author(s):  
Ronald E. Butchart ◽  
Arnold Cooper
Keyword(s):  
Black Educators ◽  
The South

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.

Between Struggle and Hope: Four Black Educators in the South, 1894-1915.

1991 ◽  
Vol 57 (2) ◽  
pp. 342
Author(s):  
Cynthia G. Fleming ◽  
Arnold Cooper
Keyword(s):  
Black Educators ◽  
The South

Between Struggle and Hope: Four Black Educators in the South, 1894-1915.

1990 ◽  
Vol 59 (4) ◽  
pp. 626
Author(s):  
Earle H. West ◽  
Arnold Cooper
Keyword(s):  
Black Educators ◽  
The South

Between Struggle and Hope: Four Black Educators in the South, 1894-1915.

1991 ◽  
Vol 96 (1) ◽  
pp. 266 ◽  
Author(s):  
William A. Link ◽  
Arnold Cooper
Keyword(s):  
Black Educators ◽  
The South

Between Struggle and Hope: Four Black Educators in the South, 1894-1915

1990 ◽  
Vol 30 (3) ◽  
pp. 451
Author(s):  
Timothy Reagan ◽  
Arnold Cooper
Keyword(s):  
Black Educators ◽  
The South

The Displacement of Black Educators Post-Brown: An Overview and Analysis

2004 ◽  
Vol 44 (1) ◽  
pp. 11-45 ◽  
Author(s):  
Michael Fultz
Keyword(s):  
African American ◽  
Black Educators ◽  
The South ◽  
Public Attention ◽  
Severance Pay ◽  
Black Professionals ◽  
University Of Louisville ◽  
Specific Incident ◽  
Brown Decision ◽  
The University

In 1951 three brief commentaries in the Journal of Negro Education drew public attention to the potentially tenuous job security of African-American educators in the South, Black professionals whose employment status was being called into question as southern educational institutions faced the prospect of desegregation. The specific incident which occasioned these commentaries was a December 1950 vote by the Board of Trustees of the University of Louisville to close the segregated, all-Black Louisville Municipal College, which it had administered since that college was founded in 1931, and to integrate the two institutions' student bodies. Fourteen African-American faculty and staff at Louisville Municipal College were informed that, despite tenure or contract status, they would be given two months' severance pay and summarily dismissed. With United States Supreme Court legal precedents from the 1938 Gaines case through the 1950 Sweatt and McLauren decisions already dramatically affecting the policy context of southern higher education, and with what would become known as the “Brown Decision” looming on the horizon, what might be the consequences for all Black educators throughout the South—if the high court overturned the 1896 Plessy v. Ferguson decision as National Association for the Advancement of Colored People (NAACP) lawyers urged?

Presidential Republicanism in the South, 1960

1962 ◽  
Vol 24 (2) ◽  
pp. 303-322 ◽  
Author(s):  
Bernard Cosman
Keyword(s):  
The South

Long-term Cyclic Variations of Prominences, Green and Red Coronae over Solar Cycles

2000 ◽  
Vol 179 ◽  
pp. 201-204
Author(s):  
Vojtech Rušin ◽  
Milan Minarovjech ◽  
Milan Rybanský
Keyword(s):  
Emission Lines ◽  
High Latitudes ◽  
Green Line ◽  
Solar Cycles ◽  
The South ◽  
Coronal Emission ◽  
Local Maxima ◽  
The North ◽  
Cyclic Variations

AbstractLong-term cyclic variations in the distribution of prominences and intensities of green (530.3 nm) and red (637.4 nm) coronal emission lines over solar cycles 18–23 are presented. Polar prominence branches will reach the poles at different epochs in cycle 23: the north branch at the beginning in 2002 and the south branch a year later (2003), respectively. The local maxima of intensities in the green line show both poleward- and equatorward-migrating branches. The poleward branches will reach the poles around cycle maxima like prominences, while the equatorward branches show a duration of 18 years and will end in cycle minima (2007). The red corona shows mostly equatorward branches. The possibility that these branches begin to develop at high latitudes in the preceding cycles cannot be excluded.

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