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Under segregation and in its aftermath, black teachers and principals created havens of dignity and uplift for their students and communities. In Arkansas, where even education for white children has always been underfunded, the work of these administrators has been particularly heroic. This book, researched and prepared by the Research Committee of the Retired Educators of Little Rock and Other Public Schools, outlines the challenges to generations of black administrators in the state, and it maps their achievements. It also offers the first reference guide to the personnel who have educated generations of black children through the most extreme of circumstances.
Presents a collection of lessons and activities for teaching American history for students in middle school and high school.
Much has been written about the Little Rock School Crisis of 1957, but very little has been devoted to the following year—the Lost Year, 1958–59—when Little Rock schools were closed to all students, both black and white. Finding the Lost Year is the first book to look at the unresolved elements of the school desegregation crisis and how it turned into a community crisis, when policymakers thwarted desegregation and challenged the creation of a racially integrated community and when competing groups staked out agendas that set Arkansas’s capital on a path that has played out for the past fifty years. In Little Rock in 1958, 3,665 students were locked out of a free public education. Teachers’ lives were disrupted, but students’ lives were even more confused. Some were able to attend schools outside the city, some left the state, some joined the military, some took correspondence courses, but fully 50 percent of the black students went without any schooling. Drawing on personal interviews with over sixty former teachers and students, black and white, Gordy details the long-term consequences for students affected by events and circumstances over which they had little control.
Includes articles and reviews covering all aspects of American history. Formerly the Mississippi Valley Historical Review,
Why Rural Schools Matter
As black Arkansans emerged from chattel slavery in the aftermath of the Civil War and the Emancipation Proclamation, they were supported in their efforts to redefine their lives by the work of the Freedmen's Bureau, a federal agency monitoring the South to ensure that at least a modicum of freedom was granted to the new citizens. In this account of the gains made by Arkansas freedmen during this period, Randy Finley takes a fresh approach by telling the story from the perspective of the blacks and whites who directly benefited from the Bureau, rather than from the perspective of the government bureaucrats, as found in reports from other states. Freedpersons tested their freedom in many ways - by assuming new names, searching for lost family members, moving to new residences, working to provide for their families, learning to read and write, forming and attending their own churches, creating thier own histories and myths, struggling to obtain land, and establishing different, nuances in race, gender, and class. As they built a bridge from slavery into freedom in these early years, African Americans learned for themselves that genuine psychological freedom is not granted by others.