Ebony Magazine Continues to Ignore the Importance of Black Educators and Scholars

1996 ◽  
pp. 33
Keyword(s):  
Black Educators ◽  
Ebony Magazine

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.

Education's “Talented Tenth”

2020 ◽  
pp. 193-219
Author(s):  
Patrice W. Glenn Jones ◽  
Rose B. Glenn ◽  
Lillian C. Haywood ◽  
Kevin A. Rolle
Keyword(s):  
Student Achievement ◽  
Black Student ◽  
Educational Leaders ◽  
Black American ◽  
Black Educators ◽  
Professional Experiences ◽  
Black Student Achievement ◽  
Talented Tenth ◽  
American Students ◽  
Retired Teachers

While the discourse on achievement among Black American students often includes the perspectives of researchers, teachers, and college/university faculty, retired educator views are often disregarded. Based on Du Bois's exertion about the Talented Tenth, who he recognized as “educational experts” and “seers” that serve as “leaders of thought and missionaries of culture among their people,” Black retired teachers and educational leaders are questioned about how to change Black student achievement trends, and included in this chapter are the recommendations offered by Black retired teachers and educational leaders—recommendations designed to bring about change in practice. Beyond adding to the discourse on Black student achievement, the chapter gives voice to retired Black educators whose years of professional experiences qualify them as “educational experts.”

scholarly journals Black educators in (white) settings: Making racial identity visible in Early Childhood Education and Care in England, UK

2020 ◽  
pp. 1476718X2094892 ◽  
Author(s):  
Shaddai Tembo
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Critical Race Theory ◽  
Narrative Analysis ◽  
Academic Discipline ◽  
Social Activity ◽  
Black Educators ◽  
Childhood Education ◽  
Recent Developments ◽  
Education And Care

The participation of Black educators in the UK’s education system has been a source of much debate in recent years. Research indicates having a teaching force that better represents society is critical because of the character, ubiquity, pervasiveness, duration and importance of teaching as a social activity. However, to date, many of the existing studies have taken place in primary, secondary and higher education contexts. The primary purpose of this paper is to draw upon concepts of identity to make Black educator identity visible in the Early Childhood Education and Care (ECEC) context. Secondly, this paper aims to contribute to recent developments around mobilising Black studies as an academic discipline by seeking to explore how Black ECEC educators construct their identity through their professional practice. This paper draws on Critical Race Theory and narrative analysis methods to illustrate the experiences of Black ECEC educators. While this paper does not generalise to the experience of all Black educators, it does highlight a much under-researched area and advocates the need for counter-narratives to challenge normative unracialised experiences.

De Facto Desegregation in the Urban North: Voices of African American Teachers and Principals on Employment, Students, and Community in Columbus, Ohio, 1940 to 1980

2017 ◽  
Vol 54 (10) ◽  
pp. 1403-1430 ◽  
Author(s):  
Adah Ward Randolph ◽  
Dwan V. Robinson
Keyword(s):  
African American ◽  
Historical Development ◽  
Board Of Education ◽  
African American Children ◽  
Black Educators ◽  
Black Leadership ◽  
African American Teachers ◽  
Before And After ◽  
American Teacher ◽  
American Children

This research explores the historical development of African American teacher and principal hiring and placement in Columbus, Ohio, from 1940 to 1980. In 1909, the Columbus Board of Education established Champion Avenue School creating a de facto segregated school to educate the majority of African American children and to employ Black educators. Over the next 50 years, Columbus created a de facto system of education where Black educators were hired and placed exclusively. This research illuminates how an unintended detriment such as de facto segregation actually developed Black leadership, and strengthened and empowered the community before and after Brown.

Slow Fade to?: Advertising in Ebony Magazine, 1957–1989

1995 ◽  
Vol 72 (2) ◽  
pp. 426-435 ◽  
Author(s):  
Michael Leslie
Keyword(s):  
Content Analysis ◽  
Paired Samples ◽  
The 1960S ◽  
The Aesthetic ◽  
Ebony Magazine

This research investigated the changing image of blacks in advertisements in Ebony magazine from late 1950 to late 1980. Content analysis of paired samples from three decades revealed significant differences in the mix of products advertised as well as in the aesthetic qualities of models used in the ads. This research also found that while the Black Revolt of the 1960s “blackened” Ebony's ads, the fair-skinned, Eurocentric model had begun to reassert itself as the somatic norm for Ebony advertising by the late 1980s.

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

scholarly journals What's Hair Got to Do with It?: An Analysis of Ebony Magazine Hair Advertisements from 2011 to 2015

2017 ◽  
Author(s):  
Ashney Williams ◽  
Courtney Johnson ◽  
Archana Edmond ◽  
Eulanda Sanders
Keyword(s):  
Ebony Magazine

scholarly journals “I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black Educators’ Protection of Black Children

2020 ◽  
pp. 000283122092111
Author(s):  
Maxine McKinney de Royston ◽  
Tia C. Madkins ◽  
Jarvis R. Givens ◽  
Na’ilah Suad Nasir
Keyword(s):  
United States ◽  
Teacher Education ◽  
Black Students ◽  
White Supremacy ◽  
Black Children ◽  
The United States ◽  
Black Educators ◽  
Alternative Discipline ◽  
Political Clarity ◽  
Discipline Policies

Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show how Black educators disrupt the racialized harm produced within schools to instead (re)position Black students as children worthy of protection via caring relationships, alternative discipline policies, and other interpersonal and institutional mechanisms. This study has implications for teaching, teacher education, and how the “work” of teachers is conceptualized and researched.

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