Search results for: teaching-the-struggle-for-civil-rights-1948-1976

Teaching the Struggle for Civil Rights 1948 1976

Author : Whitney Blankenship
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Teaching the Struggle for Civil Rights, 1948-1976 will provide readers with critical content knowledge of lesser known figures and events in the 20th century Civil Rights Movement. As the initial volume in the Teaching Critical Themes in American History series, the book will also fulfill the aim of the series, which is to provide teachers with history content, pedagogical strategies, and teaching resources organized around key themes in American history and critical topics on which they might want to concentrate. In Teaching the Struggle for Civil Rights, 1948-1976, traditional civil rights narratives are expanded through the use of an intersectional lens within historical analysis essays that provide additional context to the larger civil rights movements of the period. The pedagogical issues essays focus on common concerns and disputes that often surround the teaching of civil rights. Lesson plans and related resources addressing the topics highlighted by chapter authors are also included in the book. Social studies and history methods professors and curriculum coordinators will find the book helpful for introducing the teaching of civil rights movements. Pre-service and in-service educators can use the lesson plans and resources as models for their own units of study.

Fostering Diversity and Inclusion in the Social Sciences

Author : Amy Samuels
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The United States’ social and economic inequities stood in high relief during the COVID-19 pandemic, spotlighting the glaringly disproportionate systemic injustices related to public health and the economic impact on minoritized communities. Realities of structural and institutionalized racism and classism were exposed to greater degrees as we sought to understand and investigate the inequitable impact regarding health and income disparities for African American, Latinx, and Native American communities, as well as racial violence explicitly targeting Asian American communities. Further exacerbating the polarized sociopolitical landscape amidst the pandemic, the murder of George Floyd in May 2020, witnessed by countless people around the world, resulted in anguish and drew heightened attention to the insidious racial injustice and ongoing racial violence that continues to plague the nation. As many advocates took to the streets in an attempt to have their voices heard in the continued struggle for racial equality, the federal government tried to further silence those who have been historically placed on the margins, including the attack of critical race theory, antiracism work in education, and training for diversity and inclusion. Consequently, it is imperative social science educators are equipped with the knowledge, tools, and dispositions to facilitate learning that explores the implications of power, privilege, and oppression and ask important questions to ensure voices that have been muffled, or silenced altogether, are strategically unsilenced, voiced, and valued. Given the perpetuation of inequities, existing educational disparities, and the continued need for reconciliation, this volume explores how the social sciences can be examined and reimagined to combat injustices and support further diversity, equity, and inclusion. Authors explore how educators can (a) understand how knowledge is constructed, shaped, and influences how students see the world, (b) problematize current curricular approaches and reframe instructional practices, (c) employ a critical lens to attend to and proactively address existing challenges and inequities related to race, (d) infuse their teaching with greater attention to diversity and inclusion for all students; and (e) promote increased awareness, advocacy, and educational justice. Through the examination of research, theory, and practitioner-oriented strategies, the authors encourage reflection, inspire calls for action, and explore how to teach about, proactively challenge, and encourage continued examination of society to support progress through increased critical consciousness, cultural competence, and critical multiculturalism.

Cultural Poetics and Social Movements Initiated by Literature

Author : Maryann P. DiEdwardo
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This book presents critiques about African American authors and poets, as well as a composer, who have contributed towards social change, namely Ralph Ellison, Zora Neale Hurston, James Baldwin, Terence Blanchard, Ann Petry, and Rita Dove. It also discusses Viet Thanh Nguyen, a Vietnamese-American writer, and his novel The Sympathizer.

Social Justice Education Globalization and Teacher Education

Author : Lydiah Nganga
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The primary purpose of this book is to serve as a resource in teacher preparation programs. It is also intended to serve as an instructional resource in P?12 education. The book will be especially useful in methods of teaching and foundational courses both at the elementary and secondary education levels. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. The secondary purpose of this book is to serve as a resource for graduate students and researchers whose interest is global and social justice education. This unique book provides for an interdisciplinary approach to teacher education. Additionally, this book is intended to create a deeper sense of relevancy to issues of curriculum in teacher education. Together, global educators and social justice educators can forge pedagogical content knowledge that bridges the gap between affirming one's own identity and maintaining unity with the whole, thus exemplifying a robust notion of social justice. Consequently, content in this book will help pre?service teachers to gain confidence and deeper knowledge around issues of global interest, responsibilities and uncertainties associated with their role as teachers who will teach children within the intersection of local and international neighborhoods.

Civil Rights in the Gateway to the South

Author : Tracy E. K'Meyer
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A noted civil rights historian examines Louisville as a cultural border city where the black freedom struggle combined northern and southern tactics. Situated on the banks of the Ohio River, Louisville, Kentucky, represents a cultural and geographical intersection of North and South. This border identity has shaped the city’s race relations throughout its history. Louisville's black citizens did not face entrenched restrictions against voting and civic engagement, yet the city still bore the marks of Jim Crow segregation in public accommodations. In response to Louisville's unique blend of racial problems, activists employed northern models of voter mobilization and lobbying, as well as methods of civil disobedience usually seen in the South. They also crossed traditional barriers between the movements for racial and economic justice to unite in common action. In Civil Rights in the Gateway to the South, Tracy E. K'Meyer provides a groundbreaking analysis of Louisville's uniquely hybrid approach to the civil rights movement. Defining a border as a space where historical patterns and social concerns overlap, K'Meyer argues that broad coalitions of Louisvillians waged long-term, interconnected battles for social justice. “The definitive book on the city’s civil rights history.” —Louisville Courier-Journal


Author : Diana D'Amico Pawlewicz
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Teacher unions and their members have long stood as polarizing figures in a vast educational landscape. As in the Western films of the 1920s, policymakers, education reformers, and onlookers often assign union leaders and the teachers they represent either the white hats of heroes or the black hats of villains. Politicized efforts to reductively classify teacher unions as beneficial or dangerous have only served to obscure the extent to which labor militancy and teacher activism have become part and parcel of the American public school system and the primary mechanisms by which teachers’ voices are heard – and heeded – in the policy arena. Teacher unions have grown in tandem with and in response to the expansion of the school bureaucracy and the acceleration of accountability reforms, and teachers’ calls for recognition and reform are inseparable from broader movements for social change. Far more than either good or bad, teacher unions are the inevitable outgrowth of American public education as it stands today. This book offers an interdisciplinary exploration of the state of modern teacher unions, the complex spaces they operate in, and the connections between militancy, activism, and school reform. Breaking free from the white hat/black hat dyad that has for so long colored the lenses we use to understand unions, the chapters of this book engage a set of fundamental questions: Where did the modern moment of militancy come from, and in what ways is it a continuation or a departure from the approaches of previous organized teachers?; What is at stake in modern expressions of militancy for teachers, communities, and schools?; Beyond the flashpoint of the walkout, what is the effect of teacher activism?

Research in Social Movements Conflicts and Change

Author : Patrick G. Coy
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Part of the "Research in Social Movements, Conflicts and Change" series, this title contains three sections of data-driven articles that address topics central to scholarship on social movements and conflict resolution. It also showcases research on a variety of movements, organizations and conflicts in ways that contribute to theory-building.

Teaching the American Civil Rights Movement

Author : Julie Buckner Armstrong
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The past fifteen years have seen renewed interest in the civil rights movement. Television documentaries, films and books have brought the struggles into our homes and classrooms once again. New evidence in older criminal cases demands that the judicial system reconsider the accuracy of investigations and legal decisions. Racial profiling, affirmative action, voting districting, and school voucher programs keep civil rights on the front burner in the political arena. In light of this, there are very few resources for teaching the civil rights at the university level. This timely and invaluable book fills this gap. This book offers perspectives on presenting the movement in different classroom contexts; strategies to make the movement come alive for students; and issues highlighting topics that students will find appealing. Including sample syllabi and detailed descriptions from courses that prove effective, this work will be useful for all instructors, both college and upper level high school, for courses in history, education, race, sociology, literature and political science.

Reforming Jim Crow

Author : Kimberley Johnson
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Historians of the Civil Rights era typically treat the key events of the 1950s Brown v. Board of Education, sit-ins, bus boycotts, and marches--as a revolutionary social upheaval that upended a rigid caste system. While the 1950s was a watershed era in Southern and civil rights history, the tendency has been to paint the preceding Jim Crow era as a brutal system that featured none of the progressive reform impulses so apparent at the federal level and in the North. As Kimberley Johnson shows in this pathbreaking reappraisal of the Jim Crow era, this argument is too simplistic, and is true to neither the 1950s nor the long era of Jim Crow that finally solidified in 1910. Focusing on the political development of the South between 1910 and 1954, Johnson considers the genuine efforts by white and black progressives to reform the system without destroying it. These reformers assumed that the system was there to stay, and therefore felt that they had to work within it in order to modernize the South. Consequently, white progressives tried to install a better--meaning more equitable--separate-but-equal system, and elite black reformers focused on ameliorative (rather than confrontational) solutions that would improve the lives of African Americans. Johnson concentrates on local and state reform efforts throughout the South in areas like schooling, housing, and labor. Many of the reforms made a difference, but they had the ironic impact of generating more demand for social change among blacks. She is able to show how demands slowly rose over time, and how the system laid the seeds of its own destruction. The reformers' commitment to a system that was less unequal--albeit not truly equal--and more like the North led to significant policy changes over time. As Johnson powerfully demonstrates, our lack of knowledge about the cumulative policy transformations resulting from the Jim Crow reform impulse impoverishes our understanding of the Civil Rights revolution. Reforming Jim Crow rectifies that.

Local Action Global Change

Author : Julie A. Mertus
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This handbook on women's human rights is an integrated set of fourteen teaching and learning units. Together, they are designed to identify key issues in women's human rights, define concepts, outline different methodologies for achieving women's human rights, and offer a wide range of activities to facilitate teaching, learning, and discussion of women's human rights challenges. Included in every chapter are a statement of key objectives, background information, discussion questions, special issue boxes, strategies and examples for taking action, and learning activities. Also included are key UN documents and international law bearing on women's human rights. Handouts, checklists, assessment forms, and activist organizations round out the range of reference materials provided. User-friendly, jargon-free, authoritative, and packed with hands-on information, the handbook is an essential resource for anyone working in the field, human rights professionals, scholars, students, and activists.