Term of Award

Spring 2025

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (open access)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

College of Education

Committee Chair

John Weaver

Committee Member 1

Daniel Chapman

Committee Member 2

Meca Williams-Johnson

Committee Member 3

Derrick Alridge

Abstract

This dissertation examines two chapters of Black education in Georgia that have been largely ignored in the study of curriculum and educational history, namely the George Washington Carver School located in Richmond Hill, Georgia and the Student Library Assistants of Georgia (SLAGS) that existed statewide in many Black schools. G.W. Carver School, built in 1939 and funded by automaker Henry Ford, is mentioned briefly in multiple works that either relate to Ford or cover the general history of Richmond Hill. Utilizing oral history and archival documents, this study emphasizes the significant contribution the SLAGS program made to students at G. W. Carver School. Based on the evidence presented, there was a battle between classical education for Black students in rural segregated Bryan Neck, Georgia versus education with a vocational focus. From archival letters it is clear G. W. Carver School was founded as a vocational trade school with limited academics offered to students. However, SLAGS was an example of G. W. Carver teachers, students, and parents turning the focus towards a more classical approach. The long battle to obtain a library and full-time librarian for the school suggests a commitment from professors and teachers to provide more academic support for students. The story of G. W. Carver and the SLAGS program at the school offers new perspectives on curriculum development, critical race theory, critical geography, and social construction. Specifically, the story of SLAGS at G. W. Carver demonstrates students who exhibited tremendous creativity and leadership during a time when accessing resources was challenging. It also provides inspiration for action steps that can be taken in Richmond Hill schools and community that can help the story of the Black community in this area become a significantly larger part of the discussion of history and education.

OCLC Number

1520800218

Research Data and Supplementary Material

No

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