For Us This Is Not New: Deliberate Black Educational Strategies for Democratic Schooling in a Rhetorical Democracy
Location
Session 3 Presentations - Curriculum Studies
Proposal Track
Research Project
Session Format
Presentation
Abstract
This study illuminates historical Black educational thought and action through a lens of Progressivism. The authors argue that pre-Brown Black educators weaponized the prevailing rhetoric of the early twentieth century Progressivist Movement--including the work of John Dewey and others-- to support their actions related to democracy, curriculum, and professionalism. The article employs historical records from archived Black educators’ professional publications to inform a contemporary discussion that centers Black educational practices and underscores how ideas of racial uplift, self-determination, and democracy have - and still can - reshape educational policy and reform, particularly for Black students.
Keywords
Progressivism, Civic Education, Black Educational History, Democratic Education
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Juergensen, Miyoshi; Croft, Sheryl J.; and Pogue, Tiffany D., "For Us This Is Not New: Deliberate Black Educational Strategies for Democratic Schooling in a Rhetorical Democracy" (2021). Georgia Educational Research Association Conference. 53.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/53
For Us This Is Not New: Deliberate Black Educational Strategies for Democratic Schooling in a Rhetorical Democracy
Session 3 Presentations - Curriculum Studies
This study illuminates historical Black educational thought and action through a lens of Progressivism. The authors argue that pre-Brown Black educators weaponized the prevailing rhetoric of the early twentieth century Progressivist Movement--including the work of John Dewey and others-- to support their actions related to democracy, curriculum, and professionalism. The article employs historical records from archived Black educators’ professional publications to inform a contemporary discussion that centers Black educational practices and underscores how ideas of racial uplift, self-determination, and democracy have - and still can - reshape educational policy and reform, particularly for Black students.
