African American Women Educators: A Critical Examination of Their Pedagogies, Educational Ideas, and Activism from the Nineteenth to the Mid-twentieth
By: Abul Pitre (editor), Kenneth L. Johnson (editor), Karen A. Johnson (editor)Paperback
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This book examines the lived experiences and work of African American women educators during the 1880s to the 1960s. Specifically, this text portrays an array of Black educators who used their social location as educators and activists to resist and fight the interlocking structures of power, oppression, and privilege that existed across the various educational institutions in the U.S. during this time. This book seeks to explore these educators' thoughts and teaching practices in an attempt to understand their unique vision of education for Black students and the implications of their work for current educational reform.
Karen A. Johnson is an Associate Professor at the University Utah where she teaches graduate-level courses in the Department of Education, Culture, and Society. She also teaches in the Ethnic Studies Program and is the Coordinator in the African American Studies division. Abul Pitre received his Ph.D. from Colorado State University. Currently he is Professor and Department Head of Educational Leadership and Counseling at Prairie View A&M University, where he teaches Multicultural Education for Educational Leaders, Leadership, and Afrocentric Leadership Literacy. Dr. Pitre's current research interests are in the areas of multicultural education for school leaders, critical theories in leadership, and the educational philosophy of Elijah Muhammad. He was appointed Edinboro University's first named professor for his outstanding work in African-American education and held the distinguished title of the Carter G. Woodson Professor of Education. Kenneth L. Johnson is a pastor at Bethel Baptist Church in Pocatello, Idaho. He is also a doctoral candidate at the University of Utah, in the Department of Education, Culture, and Society.
Series Preface by Dr. Abul Pitre Foreword by Dr. Ceola Ross-Baber Acknowledgments Introduction by Dr. Abul Pitre Chapter One: Invisible Woman by Adrienne Dixson Chapter Two: Eminently Qualified by Carole Wylie Hancock Chapter Three: Caring in the Classroom: Georgia's Black Women Teachers Build Character on the Eve of Brown by Patrice Preston-Grimes Chapter Four: "We were part of the plan": Southern Black Women's Experiences as Northern National Teacher Corps Inters, 1965-1971 by Jeannine Dingus-Eason, Ph.D. Chapter Five: Why I Teach by Cleveland Hayes Chapter Six: Septima Poinsette Clark's Literacy Teaching approaches for Linguistic Acquisition and Literacy Development for Gullah-speaking Children, 1916-1919 by Karen A. Johnson Chapter Seven: Fannie Richards and Gladys Roscoe: Repertoires of Practice of Two Early African-American Teachers in Detroit by Linda G. Williams, Ph.D. Chapter Eight: Building Character and Culture: Lucy Craft Laney and the Haines School Community by Audrey McCluskey Chapter Nine: "Uplift is Up to Us": Mamie Garvin Fields and the School at Society Corner, 1926-1943 by Scott Baker
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