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The history of the education of African American children in one Alabama town is reconstructed over a period of 100 years, from the First Reconstruction period to the Second Reconstruction period (Governor George Wallace's stand in the schoolhouse door). Lessons learned from this case study, in addition to 15 years of desegregated education in the community, provides a perspective for educational policymakers to consider, as they attempt to plan effective schools in the 21st century for all children in America. Many have viewed segregated schools for African American students as dens of educational pathology with poor teachers and administrators, poorly operated academic programs and activities, dilapidated school buildings, and scarce resources. Until the last two decades, little had been written about the internal functioning of these schools or the positive impact of their efforts from the perspective of their students, families, teachers, or administrators. Despite being underfunded, understaffed, and issued second-hand books and equipment, this school and community worked together, as did many other African American schools and communities, to create effective schooling for children. This study addresses four major questions: (1) What kinds of educational experiences did teachers and principals view as important for the successful education of African American children? (2) How did the school interact with parents and the community? (3) How did the educational environment change when African American children began attending desegregated schools? (4) What can we learn from this successful school for African American children as well as their experiences in the desegregated setting that will provide a perspective for educational policymakers as we plan effective schools for all children in this country? The findings from this case study present a perspective on which educational policymakers can build as we plan caring, nurturing, and equitable learning environments for children in schools in all communities.
Discover the key strategies to empowering African American students with exceptionalities! Central to the teaching and learning of African American students is an understanding of their cultures, background experiences, and perspectives, while applying this understanding to the design, implementation, and assessment of educational programs. This comprehensive, culturally responsive approach is supported by straightforward and in-depth contributions from more than 25 leading scholars and practitioners featured in this book. The guide focuses on specific, innovative methods for maximizing the learning opportunities and outcomes of African American students—from dealing with foundational issues such as accountability, categorization, and legal implications, to managing learning environments and enhancing school practices through teacher preparation and early childhood programs. By providing concrete rationales and solutions for maximizing the intellectual, academic, and social achievement of African American learners, this groundbreaking text presents the tools necessary for meeting the needs of these students, including: Assessment and instructional techniques for general and special education programs, including discussions on specific learning disabilities Intervention tactics for behavioral issues Tips for utilizing family and community resources to complement the classroom Strategies for enhancing students′ communication skills and maximizing the potential of gifted and talented learners
In Learning While Black Janice Hale argues that educators must look beyond the cliches of urban poverty and teacher training to explain the failures of public education with regard to black students. Why, Hale asks simply, are black students not being educated as well as white students? Hale goes beyond finger pointing to search for solutions. Closing the achievement gap of African American children, she writes, does not involve better teacher training or more parental involvement. The solution lies in the classroom, in the nature of the interaction between the teacher and the child. And the key, she argues, is the instructional vision and leadership provided by principals. To meet the needs of diverse learners, the school must become the heart and soul of a broad effort, the coordinator of tutoring and support services provided by churches, service clubs, fraternal organizations, parents, and concerned citizens. Calling for the creation of the "beloved community" envisioned by Dr. Martin Luther King, Jr., Hale outlines strategies for redefining the school as the Family, and the broader community as the Village, in which each child is too precious to be left behind. "In this book, I am calling for the school to improve traditional instructional practices and create culturally salient instruction that connects African American children to academic achievement. The instruction should be so delightful that the children love coming to school and find learning to be fun and exciting."—Janice Hale
This edited volume offers sound suggestions for advancing diversity in the teaching profession. It provides teacher education programs with needed training materials to accommodate Black male students, and school district administrators and leaders with information to help recruit and retain Black male teachers.
In this compelling book, the authors put a human face on desegregation practices in the South. Focusing on an African American community in Alabama, they document not only the gains but also the significant losses experienced by students when their community school was closed and they were forced to attend a White desegregated school across town. This in-depth volume includes: A letter by Dr. William Hooper Councill and speeches by George Washington Trenholm—two African American leaders who worked with communities to provide quality schooling for African American children during segregation.An insider’s view of what life was like inside a segregated African American school—including interviews with graduates who discuss how it felt to be in a caring and nurturing school that provided an atmosphere much like that of a family.Actual events that demonstrate the profound negative impact of using skin color and race as a basis for preferential treatment—including testimonials from parents and students who experienced racial discrimination in their new school. A valuable look at the unmet promises of school desegregation that can help us provide a quality education for all children in the 21st century. “Morris and Morris through their careful research have painted a picture of reality, the type of picture that educators, community leaders, and policymakers must see in order to give a proper assessment of what is going on and what should be done. This clear, straightforward presentation is as necessary as it is powerful.” —From the Foreword by Asa G. Hilliard, III “I found it difficult to put this book down. The Price They Paid is one of the few books that looks at changes in the desegregation of education from the point of view of those living the changes.” —Lucindia H. Chance, Dean, College Of Education, Georgia Southern University
The experiences of African Americans in urban communities are distinct from those of other ethnic groups, and to be truly understood require an in-depth appreciation of the interface between micro- and macro-level factors. This sweeping text, an outgrowth of a groundbreaking urban social work curriculum, focuses exclusively on the African American experience through field education, community engagement, and practice. It presents a framework for urban social work practice that encompasses a deep understanding of the challenges faced by this community. From a perspective based on empowerment, strengths, resilience, cultural competence, and multiculturalism, the book delivers proven strategies for social work practice with the urban African American population. It facilitates the development of creative thinking skills and the ability to "meet people where they are" skills that are often necessary for true transformation to take root. The book describes an overarching framework for understanding and practicing urban social work, including definitions and theories that have critical implications for working with people in such communities. It encompasses the contributions of African American pioneers regarding a response to such challenges as poverty, oppression, and racism. Focusing on the theory, practice, and policy aspects of urban social work, the book examines specific subsets of the urban African American population including children, adults, families, and older adults. It addresses the challenges of urban social work in relation to public health, health, and mental health; substance abuse; criminal justice; and violence prevention. Additionally, the book discusses how to navigate the urban built environment and the intersection between African Americans and other diverse groups. Chapters include outcome measures of effectiveness, case studies, review questions, suggested activities, and supplemental readings. KEY FEATURES: Fills a void in the literature on urban social work practice with African Americans Presents the outgrowth of a renowned urban curriculum, field education, research, community engagement, and practice Fulfills the requirements of the CSWE in the Educational Policy and Accreditation Standards regarding diversity Synthesizes micro, mezzo, and macro content in each chapter Provides contributions from African American pioneers in urban social work practice Accompanying Instructor's Manual and PowerPoint Slides
This book provides effective strategies that can be used to improve academic achievement and well-being of minority students. It examines, collectively, three cultural groups on themes related to diverse families, immigration issues, and teaching and learning. The book conceptualizes opportunities and challenges in working with minority children in the context of the federal No Child Left Behind Act. It is a must-have reference for anyone who works with children.
This book presents both the challenges and opportunities that exist for addressing the critical needs of black children, who have been historically underserved in the U.S. education system.
Educators, teacher practitioners, and social activists have successfully used critical pedagogy as a tool to help marginalized students develop awareness and seek alternative solutions to their poor educational and socioeconomic situations. However, this theory is often criticized as being mostly dominated by privileged white males, bringing issues of race and gender to the forefront. This volume provides insight on how critical pedagogy can be helpful to scholars and teachers alike in their analysis of racial, gender, linguistic and political problems. It features a wide range of respected scholars who examine the way and the degree to which critical pedagogy can be used to improve education for students of color, women and other marginalized groups.