Journal articles: 'History of African American education'

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Spivey, James R. "Teaching American History to African-American Students." NASSP Bulletin 79, no. 570 (April 1995): 109–15. http://dx.doi.org/10.1177/019263659507957020.

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Paul, James C. N. "American Law Teachers and Africa: Some Historical Observations." Journal of African Law 31, no. 1-2 (1987): 18–28. http://dx.doi.org/10.1017/s0021855300009207.

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In 1961 Tony Allott, then a rather young elder statesman of African law, helped to foster my interest in that subject, and my subsequent work in Ethiopia. He and several other distinguished colleagues in London also encouraged other American initiatives to assist the development of legal education and research in Africa, efforts which began in 1962, burgeoned during the ensuing decade, and then withered rapidly.The activities of the early 60s helped to generate an extraordinary number of different kinds of projects: the temporary placement of over 150 Americans in law teaching positions in African institutions; a large and wide variety of research and writing; the founding of law reporters, law journals and university institutes of African law, both within Africa and elsewhere; the flow of a substantial number of Africans to graduate legal studies in U.S. and U.K. universities; new kinds of interactions between African, British and American scholars. These activities also contributed to the emergence (notably in North America) of that amorphous, contentious field of scholarship which came to be called “law and development”, and, then, in the latter 70s, to acrimonious critiques and agonising reappraisals of much of all this effort.Tony Allott participated in, or observed, much of this history, as anyone familiar with his career and bibliography will know. I hope that this brief account of some of these past activities may be of some interest to him, and to others interested in law and social change in Africa.

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de Sánchez, Sieglinde Lim. "Crafting a Delta Chinese Community: Education and Acculturation in Twentieth-Century Southern Baptist Mission Schools." History of Education Quarterly 43, no. 1 (2003): 74–90. http://dx.doi.org/10.1111/j.1748-5959.2003.tb00115.x.

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During Reconstruction between one-fourth and one-third of the southern African-American work force emigrated to northern and southern urban areas. This phenomenon confirmed the fears of Delta cotton planters about the transition from slave to wage labor. Following a labor convention in Memphis, Tennessee, during the summer of 1869, one proposed alternative to the emerging employment crisis was to introduce Chinese immigrant labor, following the example of countries in the Caribbean and Latin America during the mid nineteenth century. Cotton plantation owners initially hoped that Chinese “coolie” workers would help replace the loss of African-American slave labor and that competition between the two groups would compel former slaves to resume their submissive status on plantations. This experiment proved an unmitigated failure. African Americans sought independence from white supervision and authority. And, Chinese immigrant workers proved to be more expensive and less dependable than African-American slave labor. More importantly, due to low wages and severe exploitation by planters, Chinese immigrants quickly lost interest in agricultural work.

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Bradley, Joe. "Defining and Overcoming Barriers between Euro-American Chaplains and African American Families." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 63, no. 3-4 (September 2009): 1–7. http://dx.doi.org/10.1177/154230500906300313.

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This article describes various communication barriers between Euro-American chaplains and African American families which prevent effective spiritual care. These barriers include covert and deeply internalized racism, belief in false ideologies, persistent stereotyping, and being unaware of white privilege. Proposes potential solutions of acknowledging ones own race; becoming sensitive to the history and continuing oppression of Euro-Americans toward African Americans; building multicultural competence through education; and building equal-status relationships with African American individuals.

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Alston, Geleana Drew. "Adult education and an African American history museum." Studies in the Education of Adults 48, no. 2 (July 2, 2016): 225–39. http://dx.doi.org/10.1080/02660830.2016.1219472.

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Warren, Kim Cary. "Rethinking Racial, Ethnoracial, and Imperial Categories: Key Concepts in Comparative Race Studies in the History of Education." History of Education Quarterly 60, no. 4 (November 2020): 657–69. http://dx.doi.org/10.1017/heq.2020.42.

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While researching racially segregated education, I came across speeches delivered in the 1940s by two educational leaders—one a black man and the other a Native American man. G. B. Buster, a longtime African American teacher, implored his African American listeners to work with white Americans on enforcing equal rights for all. A few years before Buster delivered his speech, Henry Roe Cloud (Winnebago), a Native American educator, was more critical of white Americans, specifically the federal government, which he blamed for destroying American Indian cultures. At the same time, Roe Cloud praised more recent federal efforts to preserve cultural practices, study traditions before they completely disappeared, and encourage self-government among Native American tribes.

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Zimmerman, Jonathan. "Brown-ing the American Textbook: History, Psychology, and the Origins of Modern Multiculturalism." History of Education Quarterly 44, no. 1 (2004): 46–69. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00145.x.

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In June 1944, a delegation of African-American leaders met with New York City school officials to discuss a central focus of black concern: history textbooks. That delegation reflected a broad spectrum of metropolitan Black opinion: Chaired by the radical city councilman Benjamin J. Davis, it included the publisher of theAmsterdam News—New York's major Black newspaper—as well as the bishop of the African Orthodox Church. In a joint statement, the delegates praised public schools' recent efforts to promote “intercultural education”—and to reduce “prejudice”—via drama, music, and art. Yet if history texts continued to spread lies about the past, Blacks insisted, all of these other programs would come to naught. One book described slaves as “happy”; another applauded the Ku Klux Klan for keeping “foolish Negroes” out of government. “Such passages… could well have come from the mouths of the fascist enemies of our nation,” the Black delegation warned. Even as America fought “Nazi doctrine” overseas, African Americans maintained, the country needed to purge this philosophy from history books at home.

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Littlefield, Valinda W. "Using the Educational Histories of Individuals to Complicate Standard Historical Narratives about Expanding Citizenship Rights and Opportunity." History of Education Quarterly 56, no. 1 (February 2016): 157–63. http://dx.doi.org/10.1111/hoeq.12157.

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My History of Southern African American Education, 1865–Present class, a mid-level survey course, examines the history of education for African Americans in the South from Reconstruction to the twenty-first century. It draws a variety of undergraduate students, as it is cross-listed with the College of Education, Department of History, African American Studies Program, and the Institute of Southern Studies. We examine issues of power and privilege, and the ways that race, ethnicity, gender, and socioeconomic status interact with educational opportunities and achievement. A major objective is to help students understand the ways in which public education in the United States was shaped by competing economic, political, and ideological interests; this focus includes learning the ways in which schools reinforced and reshaped the larger society. Another objective is to use local, state, and regional educational issues to provide a background for understanding the history of education as well as patterns, trends, and changes in the larger historical narrative.

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BONDARENKO, D. M., and N. E. KHOKHOLKOVA. "Metamorphoses of the African American Identity in Post-segregation Era and the Theory of Afrocentrism." Outlines of global transformations: politics, economics, law 11, no. 2 (August 27, 2018): 30–45. http://dx.doi.org/10.23932/2542-0240-2018-11-2-30-45.

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The article deals with the issue of African American identity in the post-segregation period (after 1968). The problem of African Americans’ “double consciousness”, marked for the first time yet in the late 19th – early 20th century, still remains relevant. It is that descendants of slaves, who over the centuries have been relegated to the periphery of the American society, have been experiencing and in part are experiencing an internal conflict, caused by the presence of both American and African components in their identities. The authors focus on Afrocentrism (Afrocentricity) – a socio-cultural theory, proposed by Molefi Kete Asante in 1980 as a strategy to overcome this conflict and to construct a particular form of “African” collective identity of African Americans. This theory, based on the idea of Africa and all people of African descent’s centrality in world history and culture, was urged to completely decolonize and transform African Americans’ consciousness. The Afrocentrists proposed African Americans to re- Africanize their self-consciousness, turn to African cultural roots in order to get rid of a heritable inferiority complex formed by slavery and segregation. This article presents a brief outline of the history of Afrocentrism, its intellectual sources and essential structural elements, particularly Africology. The authors analyze the concepts of racial identity, “black consciousness” and “black unity” in the contexts of the Afrocentric theory and current social realities of the African American community. Special attention is paid to the methodology and practice of Afrocentric education. In Conclusion, the authors evaluate the role and prospects of Afrocentrism among African Americans in the context of general trends of their identities transformations.

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Masghati, E. "The Patronage Dilemma: Allison Davis's Odyssey from Fellow to Faculty." History of Education Quarterly 60, no. 4 (November 2020): 581–610. http://dx.doi.org/10.1017/heq.2020.58.

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This article analyzes the role of the Julius Rosenwald Fund in shaping the career of W. Allison Davis, a distinguished anthropologist who became the first African American appointed to the faculty of a mostly white university. From 1928 to 1948, the Rosenwald Fund ran an expansive fellowship program for African American intellectuals, which, despite its significance, remains largely unexamined in the scholarly literature. Davis tied his academic aspirations to Rosenwald Fund support, including for his early research and the terms of his faculty appointment. His experiences illustrate the dynamics inclusion and exclusion of African Americans in the academy; paternalistic promotion and strategic denial functioned as two sides of the same coin. Spotlighting Davis's negotiations, this article establishes how presumptions of racial inferiority guided Rosenwald patronage and demonstrates the extent to which the principles of meritocracy and expertise remained secondary concerns for those interested in cultivating African American intellectuals.

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Howe, Darin M. "Negation and the history of African American English." Language Variation and Change 9, no. 2 (July 1997): 267–94. http://dx.doi.org/10.1017/s0954394500001903.

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ABSTRACTThis article describes the use of negation in three corpora representative of early to mid-19th century African American English: the Ex-Slave Recordings (Bailey, Maynor, & Cukor-Avila, 1991), the Samaná Corpus (Poplack & Sankoff, 1981), and the African Nova Scotian English Corpus (Poplack & Tagliamonte, 1991). The specific structures studied are the negative form ain't, negative concord to indefinites and to verbs, negative inversion, and negative postposing. It is found that Early African American English (i) is far more conservative than modern African American Vernacular English; (ii) is generally similar to Southern White Nonstandard English; and (iii) displays no distinct Creole behavior. In other words, our study suggests that the negation system of Early African American English derived directly (i.e., without approximation or creolization) from colonial English, contrary to the findings of Rickford (1977, 1995), Labov (1982), Winford (1992), De Bose and Faraclas (1993), DeBose (1994), and others.

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Luque, John S., Levi Ross, and Clement K. Gwede. "Prostate Cancer Education in African American Barbershops." American Journal of Men's Health 10, no. 6 (July 8, 2016): 533–36. http://dx.doi.org/10.1177/1557988316630952.

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There have been very few studies to rigorously evaluate the potential of African American barbers to educate men about prostate cancer in the barbershop setting. This research brief presents baseline data from a cross-sectional survey identifying differences in decisional conflict and stage of decision making by screening status from an efficacy trial to educate African American men about informed decision making for prostate cancer screening. Those men who had already received the prostate-specific antigen (PSA) test were more advanced in their stage of decision making and had less decisional conflict about the PSA test than those men who had never received a PSA test. Educational interventions to increase informed decision making with prostate cancer screening must consider previous PSA test history as a mediating variable affecting decision self-efficacy.

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Sinclair, B. "Teaching About Technology and African American History." OAH Magazine of History 12, no. 2 (January 1, 1998): 14–17. http://dx.doi.org/10.1093/maghis/12.2.14.

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Meadows, D. M. "African-American Poetry and History: Making Connections." OAH Magazine of History 13, no. 2 (January 1, 1999): 36–41. http://dx.doi.org/10.1093/maghis/13.2.36.

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Randolph, Adah Ward. "Presidential Address: African-American Education History—A Manifestation of Faith." History of Education Quarterly 54, no. 1 (February 2014): 1–18. http://dx.doi.org/10.1111/hoeq.12044.

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Now faith is the substance of things hoped for; the evidence of thing not seen.Hebrews 11:1 (KJV)First, I would like to thank all of the people who placed me in this position. What you did not know was I had no idea I would actually be in this situation. So, I come before you today with what is on my mind and in my heart. Many years ago, my husband Dr. Lewis A. Randolph told me I would be in this spot. Of course, I doubted him. But I thank him because he had more faith in me than I had in myself at that time concerning my trajectory in the field of the history of education. But here I stand as a child of God before you. I hope what he has given me to share with you spurns your thoughts, ideas, and your heart to continue to develop and uncover the history of African-American education.

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Hayward, Barbara, and Heather Andrea Williams. "Self-Taught: African American Education in Slavery and Freedom." Journal of Southern History 73, no. 4 (November 1, 2007): 929. http://dx.doi.org/10.2307/27649617.

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Kennedy, Thomas C., and Heather Andrea Williams. "Self-Taught: African American Education in Slavery and Freedom." Arkansas Historical Quarterly 65, no. 1 (2006): 80. http://dx.doi.org/10.2307/40028081.

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Epstein, Terrie. "Deconstructing Differences in African-American and European-American Adolescents’ Perspectives on U.S. History." Curriculum Inquiry 28, no. 4 (January 1998): 397–423. http://dx.doi.org/10.1111/0362-6784.00100.

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Perkins, Linda. "The African American Female Elite: The Early History of African American Women in the Seven Sister Colleges, 1880–1960." Harvard Educational Review 67, no. 4 (December 1, 1997): 718–57. http://dx.doi.org/10.17763/haer.67.4.136788875582630j.

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The Seven Sister colleges are well known for producing some of the nation's most successful women. At the turn of the century, they were recognized as the leading institutions for elite White women. In this article, Linda Perkins outlines the historical experiences of African American women attending the Seven Sister colleges from the institutions' founding to the civil rights era of the 1960s, a period during which approximately five hundred Black women graduated from these institutions. Through an exploration of university archives, alumni bulletins, and oral interviews with alumnae, Perkins shows that the Seven Sister colleges were not a monolithic entity: some admitted African American women as far back as the turn of the century, while others grudgingly, and only under great pressure, admitted them decades later. Perkins illustrates how the Seven Sister colleges mirrored the views of the larger society concerning race, and how issues of discrimination in admissions, housing, and financial aid in these institutions were influenced by, and had an influence on, the overall African American struggle for full participatory citizenship.

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Butchart, R. E. "Self-Taught: African American Education in Slavery and Freedom." Journal of American History 92, no. 4 (March 1, 2006): 1443–44. http://dx.doi.org/10.2307/4485945.

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Dr. Raindrop Wright, Dr Dhiffaf Ibrahim Al-Shwillay,. "Property and Possession in Gayl Jones’s Novel Corregidora: A Study in African American Literature and Literary Theory." Psychology and Education Journal 58, no. 1 (January 15, 2021): 5625–35. http://dx.doi.org/10.17762/pae.v58i1.1967.

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the traumatic memory of their ancestors. The novel navigates sites of trauma, memory, and blues music while resisting the bourgeoisie-capitalist relationships that permeated not only white society but also African American communities. Jones’s novel presents the plight of an African American woman, Ursa, caught between the memory of her enslaved foremothers and her life in an emancipated world. The physical and spiritual exploitation of African American women who bear witness to the history of slavery in Corregidora materializes black women’s individuality. This article is framed by trauma studies as well as the Marxists’ concepts of commodification, accumulation, and production. Ursa, one of the Corregidora women, represents a commodified individual in her own community. However, in Ursa, Jones writes a blacks woman’s voice that undermines, interrupts, and destabilizes the patriarchal dynamic of America. Corregidora is a novel that forms from a black women’s perspective that refuses the enslavement of African American women’s bodies, hi/stories, and voices (both during and post-slavery).

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Mintz, Steven. "Self-Taught: African American Education in Slavery and Freedom (review)." Civil War History 53, no. 1 (2007): 94–96. http://dx.doi.org/10.1353/cwh.2007.0022.

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Bauman, Kurt J. "Schools, Markets, and Family in the History of African-American Education." American Journal of Education 106, no. 4 (August 1998): 500–531. http://dx.doi.org/10.1086/444196.

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Bond, Trevor James. "Streaming audio from African‐American oral history collections." OCLC Systems & Services: International digital library perspectives 20, no. 1 (March 2004): 15–23. http://dx.doi.org/10.1108/10650750410527296.

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Malott, Curry Stephenson. "African Americans and Education: A Contested History." Souls 12, no. 3 (August 20, 2010): 197–215. http://dx.doi.org/10.1080/10999949.2010.499783.

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Tillman, Linda C. "The Scholarship of Dr. Asa G. Hilliard, III: Implications for Black Principal Leadership." Review of Educational Research 78, no. 3 (September 2008): 589–607. http://dx.doi.org/10.3102/0034654308321454.

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For over 40 years the scholarship of Dr. Asa G. Hilliard has impacted the fields of educational psychology, testing and measurement, teacher education, and African and African American history. Dr. Hilliard was also concerned about school leadership, and much of his work is closely aligned with current discussions about school reform and accountability as they relate to effective school leadership. The purpose of this article is to present a review of a selected body of Dr. Hilliard’s scholarship, and to situate this work in the context of African American principal leadership and the education of African American students.

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Amsterdam, Daniel. "Toward the Resegregation of Southern Schools: African American Suburbanization and Historical Erasure inFreeman v. Pitts." History of Education Quarterly 57, no. 4 (November 2017): 451–79. http://dx.doi.org/10.1017/heq.2017.28.

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This article reconstructs the story behindFreeman v. Pitts(1992), one of the main US Supreme Court cases that made it easier for school districts to terminate court desegregation orders and that, in turn, helped to propel a widely documented trend: the resegregation of southern schools. The case in part hinged on the question of whether school officials in an Atlanta suburb were responsible for the racial segregation that had developed in the area alongside the rapid settlement of African Americans there in the late twentieth century. Thus, along with shedding new light on how the South transitioned from an era focused on desegregation to one enabling resegregation, the article makes contributions to two areas of increasing scholarly interest: the history of African American suburbanization and the history of suburban school districts. Finally, the article underscores disconcerting patterns in how the Supreme Court utilized history inFreeman.

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Thuesen, Sarah C., and Perry A. Hall. "In the Vineyard: Working in African American Studies." History of Education Quarterly 40, no. 2 (2000): 239. http://dx.doi.org/10.2307/369546.

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Moran, Peter William. "From Jefferson to Banneker: The Intersection of Race, Demographic Change, and School Naming Practices in Kansas City's Segregated School System, 1940-1953." History of Education Quarterly 59, no. 1 (January 31, 2019): 65–96. http://dx.doi.org/10.1017/heq.2018.51.

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This article examines the impact of African American migration into Kansas City, Missouri, on the city's segregated school system in the 1940s and early 1950s. Substantial increases in the number of African American elementary school-age children produced chronic overcrowding in the segregated black schools, which was not easily relieved due to the legal requirement to operate racially segregated schools. In order to address the crowding, the school district was compelled on four occasions in the late 1940s and early 1950s to convert an entire school from white use to African American use. In each case, the school district took the symbolic step of changing the name of the school so that it was clearly identifiable as a school for African American students. The school district's practice of renaming schools coded those schools by race and further signaled that the surrounding area had become a black neighborhood.

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Terzian, Sevan G. "“Subtle, vicious effects”: Lillian Steele Proctor's Pioneering Investigation of Gifted African American Children in Washington, DC." History of Education Quarterly 61, no. 3 (August 2021): 351–71. http://dx.doi.org/10.1017/heq.2021.22.

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AbstractThis essay examines the first detailed study of gifted African American youth: Lillian Steele Proctor's master's thesis from the late 1920s on Black children in Washington, DC. Unlike formative research on gifted children by educational psychologists, Proctor's investigation emphasized children's experiences at school, home, and community in determining their abilities, opportunities, and accomplishments. Proctor's work also anticipated African American intellectuals’ critiques of racist claims about intelligence and giftedness that would flourish in the 1930s. In focusing on the nation's capital, her investigation drew from a municipality with a high proportion of African American residents that was segregated by law. Proctor pointed directly to systemic racism as both contributing to the relative invisibility of gifted African American youth and in thwarting opportunities to realize their intellectual potential. In an environment of racial subordination and segregation, these gifted children found themselves excluded from cultural resources and educational opportunities.

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Shepherd, Donisha, and Suzanne Pritzker. "Political Advocacy Without a Choice." Advances in Social Work 21, no. 2/3 (September 23, 2021): 241–58. http://dx.doi.org/10.18060/24135.

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From social work’s early days, African American social workers were engaged in what today is termed as political social work, yet their work is often overlooked in both social work education and the broader retelling of our profession’s history. This article examines the early history of African American political social work, using Lane and Pritzker’s (2018) five domains of political social work. We outline ways in which African American social workers’ lived experiences led them to engage in political social work to support community survival and to challenge injustice during the Black Migration period post-slavery, the Jim Crow Era, and the Civil Rights Movement. Even as broader structural dynamics sought to exclude African Americans from the political arena, dynamic and influential African American social workers laid the groundwork for modern political social work. They politically engaged their communities, lobbied for legislation, worked in the highest levels of government, supported campaigns, and ran and held elective office to ensure that civil rights were given and maintained. This manuscript calls for a shift from social work’s white-dominant historical narrative and curricula (Bell, 2014; DeLoach McCutcheon, 2019) to assertive discussion of the historic roles African American political social work pioneers played in furthering political empowerment and challenging social injustice.

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Seitz, Phillip. "REPORT FROM THE FIELD." Public Historian 38, no. 2 (May 1, 2016): 10–22. http://dx.doi.org/10.1525/tph.2016.38.2.10.

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History and Reconstruction is an interdisciplinary project to assess the impact of African American history education for black men. Under the theory of trauma recovery, leading scholars of African American history worked with a group of ten ex-offenders, supported by the services of a psychologist and an African American cultural expert and storyteller. Results based on psychological testing and qualitative feedback showed that history can be a catalyst for personal development and transformation. It also demonstrated that difficult history can be taught and assimilated for audience benefit. History and Reconstruction was supported by the Pew Center for Arts and Heritage.

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Burton, Eric. "Decolonization, the Cold War, and Africans’ routes to higher education overseas, 1957–65." Journal of Global History 15, no. 1 (February 13, 2020): 169–91. http://dx.doi.org/10.1017/s174002281900038x.

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AbstractFrom the late 1950s, Africans seeking higher education went to a rapidly increasing number of destinations, both within Africa and overseas. Based on multi-sited archival research and memoirs, this article shows how Africans forged and used new routes to gain access to higher education denied to them in their territories of origin, and in this way also shaped scholarship policies across the globe. Focusing on British-ruled territories in East Africa, the article establishes the importance of African intermediaries and independent countries as hubs of mobility. The agency of students and intermediaries, as well as official responses, are examined in three interconnected cases: the clandestine ‘Nile route’ from East Africa to Egypt and eastern Europe; the ‘airlifts’ from East Africa to North America; and the ‘exodus’ of African students from the Eastern bloc to western Europe. Although all of these routes were short-lived, they transformed official scholarship provisions, and significantly shaped the postcolonial period in the countries of origin.

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Mooney, Barbara Burlison. "The Comfortable Tasty Framed Cottage: An African American Architectural Iconography." Journal of the Society of Architectural Historians 61, no. 1 (March 1, 2002): 48–67. http://dx.doi.org/10.2307/991811.

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African American architectural history is not a secondhand version of the European American white experience; evidence of African American architectural agency can be discovered by tracing the evolution of the iconography of the "comfortable, tasty, framed cottage." Arising out of aspirations of assimilation before and after emancipation, the image of an idealized African American middle-class house was understood not only as a healthful and convenient shelter, but as the measure of racial progress and as a strategy for gaining acceptance into the dominant white culture. Three institutions within the African American community promoted this iconography: industrial education, the women's reform movement, and the print media. While abysmal living conditions existed for most African Americans, a small number created houses that were informed by the iconography of the ideal black home. Indeed, so powerful was this architectural message of assimilation that black possession of a middle-class home often provoked white violence. While the origins, development, and promulgation of the idealized image can be outlined with some assurance, judging its ultimate value is more uncertain, and some have denounced the African American iconography of domestic architecture as a false and destructive adaptation of white hegemonic cultural values.

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Holmes, Dr Gloria Kirkland. "African Children’s Songs: A Legendary Teaching Tool." Journal of Education and Culture Studies 3, no. 3 (July 8, 2019): p250. http://dx.doi.org/10.22158/jecs.v3n3p250.

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This paper presents a multicultural perspective of the historical and legendary analysis of African American children’s songs highlighting the important interpersonal familial relationships that have been noted teaching tools for African American children. The data includes multiple songs that have been used for generations to teach children values, history and cultural experiences with life enhancing strength and determination.These diverse experiences are characterized by historical practices that called for African American families to find multimodal means of teaching their children when it was against the law for African Americans to learn to read or to become educated.This research reveals that at various stages in the lives of African American children, parents and extended family members found ways to culturally educate their children. This was done through use of historical and generational African American songs and games. They have been instrumental in providing hope of a better life for those who were oppressed and often denied some of life’s inalienable rights.Teachers at all grade levels including ESL and Special Education could enhance children’s learning through use of multimodal thinking and learning activities.

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Mathieu, S. J. "The African American Great Migration Reconsidered." OAH Magazine of History 23, no. 4 (October 1, 2009): 19–23. http://dx.doi.org/10.1093/maghis/23.4.19.

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Smith, Andrea. "A Dream Deferred?" Journal of Underrepresented & Minority Progress 4, no. 1 (February 17, 2020): 44–64. http://dx.doi.org/10.32674/jump.v4i1.1239.

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The history of education in the United States abounds with double themes and purposes for education: schooling for democratic citizenship and schooling for second-class citizenship. Conceived as a means for great equalization, history echoes the intense disapproval of formal education for African Americans since the conception of the United States. The article places the discussion against the larger backdrop of national events within a political, cultural, and economic context. It further offers fresh insights into the African American commitment to education as they persisted in their struggle to develop an educational system in accordance with their own needs and desires with the hope that their work would transcend generations to come.

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Armada, Bernard J. "“An Important Piece of American History:” Memory, Malcolm X, and African American Collective Identity." Review of Education, Pedagogy, and Cultural Studies 18, no. 4 (January 1996): 421–31. http://dx.doi.org/10.1080/1071441960180407.

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Danns, Dionne. "Northern Desegregation: A Tale of Two Cities." History of Education Quarterly 51, no. 1 (February 2011): 77–104. http://dx.doi.org/10.1111/j.1748-5959.2010.00311.x.

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Throughout American history, African American communities have fought for desegregated education, equal school funding, and the right to a quality education. Many activists and scholars have long believed that a racially desegregated education would be the best way to educate citizens in a democratic society. Segregated education has historically been a reality for many African Americans throughout the nation. Before the National Association for the Advancement of Colored People (NAACP) successfully won the Brown v. Board of Education (1954) Supreme Court case, much of the attention to racial segregation was paid to the South, although there had been numerous cases fought in the North before the Brown decision. After Brown, the NAACP decided to take their school desegregation litigation to the North in an effort to fight de facto segregation. The federal government also became involved in school desegregation with the passage of the 1964 Civil Rights Act (Title IV and VI) and through the U.S. Department of Health, Education, and Welfare (HEW) and the Justice Department who enforced the act. Court cases, along with the federal government efforts, pushed school districts in the North and South to desegregate.

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Bunch, Lonnie G. "The National Museum of African American History and Culture: The Vision." Journal of Museum Education 42, no. 1 (January 2, 2017): 8–12. http://dx.doi.org/10.1080/10598650.2016.1265850.

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Jamison, DeReef F. "Asa Hilliard: Conceptualizing and Constructing an African-Centered Pedagogy." Journal of Black Studies 51, no. 1 (December 12, 2019): 3–15. http://dx.doi.org/10.1177/0021934719892236.

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Asa G. Hilliard’s involvement in the education and re-Africanization process of African Americans serves as a prime example of an African-centered praxis that can be used to maximize the educational potential and possibilities of African people. As historian, psychologist, and teacher, Hilliard viewed education as one of the cornerstones in the African American quest for freedom and was committed to employing education as a tool to self-discovery and liberation. Hilliard’s work is explored through examining his perspectives on the relationship between history and psychology, the education of Black folk, the efforts to initiate paradigmatic shifts in intelligence testing, and the culture wars. This analysis of Hilliard highlights his theoretical and conceptual contributions to the formation of an African-centered pedagogy that functions as means for African descended people to affirm and assert their agency.

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Becker, Anja. "Knowledge Is Power: Segregation, Education, and the (African) American Mind." Reviews in American History 39, no. 1 (2011): 127–33. http://dx.doi.org/10.1353/rah.2011.0014.

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Lewis, E. "Reconsidering and Teaching the Familiar in African-American History." OAH Magazine of History 7, no. 4 (June 1, 1993): 3–4. http://dx.doi.org/10.1093/maghis/7.4.3.

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King, LaGarrett Jarriel. "Learning other people’s history: pre-service teachers’ developing African American historical knowledge." Teaching Education 25, no. 4 (July 4, 2014): 427–56. http://dx.doi.org/10.1080/10476210.2014.926881.

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Nelson, Adam R. "The Elementary and Secondary Education Act at Fifty: A Changing Federal Role in American Education." History of Education Quarterly 56, no. 2 (May 2016): 358–61. http://dx.doi.org/10.1111/hoeq.12186.

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For this first History of Education Quarterly Policy Forum, we invited participants in the special Plenary Session at the 2015 Annual Meeting of the History of Education Society (HES) in St Louis to publish their remarks on the historical significance of the Elementary and Secondary Education Act (ESEA) at fifty. Organized and introduced by HES vice-president and program chair Adam R. Nelson, the session consisted of presentations by three expert panelists from the fields of History and African American Studies, American Law and Politics, and Political Science and Public Policy: Crystal Sanders of Penn State University, Doug Reed of Georgetown University, and Susan Moffitt of Brawn University, respectively. What follows are the texts of Adam Nelson's introductory remarks—including his introduction of the three panelists—followed by the panelists' remarks.

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Smith, Annie K., Sheila Black, and Lisa M. Hooper. "Metacognitive Knowledge, Skills, and Awareness: A Possible Solution to Enhancing Academic Achievement in African American Adolescents." Urban Education 55, no. 4 (June 19, 2017): 625–39. http://dx.doi.org/10.1177/0042085917714511.

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The resegregation of public schools in the United States continues to place African American students at an academic disadvantage with—oftentimes—limited educational resources and fewer qualified teachers. Providing African American students with skills and strategies to succeed has never been more urgent. Metacognition, often defined simply as “thinking about thinking,” is a construct and process that may explain how students can improve and control their thinking and learning. Given the educational inequality African American students often face, providing strategies—with which they have control—may help empower students to better navigate and make the best of their daily academic experiences and environment composed of limited physical and human resources. Toward this end, recent research on metacognition looks promising and may be one viable option to enhance academic achievement among students. In this article, we consider three related areas that inform African American youth educational experiences: (a) the history of the educational context which African American youth have long faced, (b) the laws that have historically and currently buttress and inform the educational landscape for African American youth, and (c) one potential solution (i.e., metacognitive knowledge, skills, and awareness) to reduce or ameliorate some of the problems outlined in the history and laws that have been implicated in the low levels of academic achievement among some African American youth. Following the review of these related literature bases, we offer recommendations on how the extant literature bases may inform directions for future research that is focused on metacognition and that is ethically and culturally responsive.

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Chikkatur, Anita. "Teaching and Learning African American History in a Multiracial Classroom." Theory & Research in Social Education 41, no. 4 (October 2013): 514–34. http://dx.doi.org/10.1080/00933104.2013.838740.

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Tolliver, Derise E. "Study Abroad in Africa: Learning about Race, Racism, and the Racial Legacy of America." African Issues 28, no. 1-2 (2000): 112–16. http://dx.doi.org/10.1017/s1548450500006983.

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In 1998, the American Association of Colleges and Universities raised the question of what higher education could do to prepare graduates to address “the legacies of racism and the opportunities for racial reconciliation in the United States.” One of the most powerful and pedagogically rich approaches to facilitate learning about race, racial identity, and the impact of racism in America today is study abroad in Africa. With a history that includes dynasties and empires; the capture and enslavement of Africans and the transatlantic slave trade; and the structures of colonialism, neocolonialism, and apartheid (which have often been conceptualized as parallel to the institutionalized racism of America), the continent of Africa can be a wonderful classroom for this type of learning. This is particularly the case when the location of study is West Africa, by most accounts where the majority of people of African descent living in the United States have ancestral ties. Visits to and interactions around the monuments to and symbols and physical remnants of the complex historical relationships between Europeans and Africans can be a catalyst for stimulating challenging but ultimately rewarding discussions and growth with regard to issues of race and racism.

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White, Jill. "Teaching the counter story. An analysis of narration in African American cookbooks using Critical Race Theory." Critical Dietetics 1, no. 2 (July 29, 2012): 21–33. http://dx.doi.org/10.32920/cd.v1i2.951.

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As nutrition educators we must promote sensitivity to the historical roots of eating and food patterns. This analysis of narratives from a sampling of cookbooks written by African Americans, represents an attempt to give voice to an unconventional source of documentation regarding the historical experiences of a people oppressed by enslavement and institutionalized racism as told through recipe sharing. The themes that emerged from an examination of the missions and motivations of the authors included; history, work, cultural tradition, and empowerment in the struggle to survive. Critical Race Theory provided a lens to examine the counter story told by these authors. The counter story documented the unrecognized contributions of African Americans to the culture of all food practices in America, through their roles as cooks in domestic and industrial settings, as well as their own homes. We need to develop an appreciation of the celebration of life that is expressed through food in the African American community. And we must advocate for the right to good food, healthcare and education for all of the communities and people we serve.

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Wraga, William G. "Clinical Technique, Tacit Resistance: Progressive Education Experimentation in the Jim Crow South." History of Education Quarterly 59, no. 2 (April 26, 2019): 227–56. http://dx.doi.org/10.1017/heq.2019.5.

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Around 1940, the Southern Association Study in Secondary Schools and Colleges and the Secondary School Study of the Association of Colleges and Secondary Schools for Negroes implemented cooperative educational experimentation in the American South. This was a progressive education method for improving schools exemplified in the national Eight-Year Study. The research detailed here reconstructs the work of the two southern studies as it occurred in tandem and in connection with the Eight-Year Study and the General Education Board. The white Southern Study utilized the progressive cooperative study as a clinical technique largely divorced from democratic ideals. The black Secondary School Study leveraged the progressive cooperative study as a means to democratize African American education in the South. The findings reported here confirm and complement conclusions in the historiography of African American education, extend historical perspectives on the Eight-Year Study, and contribute to an understanding of how progressive education was interpreted and translated into practice.

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Journal articles on the topic 'History of African American education'

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