Civilities and Civil Rights: Greensboro, North Carolina, and the Black Struggle for Freedom

Chafe, William H.

doi:10.2307/1870327

Cited by 55 publications

(4 citation statements)

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“…The notion of civil disobedience, for example, challenges the terms of what counts as civility yet also performs and makes demands regarding the need for heightened forms of civility. It shows precisely how civility must in some cases be resisted as a hegemonic force designed to silence democratic disagreement and also how it might be recognized in other uses as an ideal with emancipatory potential (Chafe 1981). The result is brutally twisted, but often politicized and infused with violence, and thus commonly evokes and calls out serious tension.…”

Section: Twisted Comparisonsmentioning

confidence: 99%

“…In melodic counterpoint to this civility scepticism, however, several scholarly voices have also articulated the counter-hegemonic potential of civility, emphasizing the forms of "sly civility" that manipulate the slippery doubleness of colonial discourse (Bhabha 1985) or highlighting the role civility sometimes plays in non-violent resistance and acts of civil disobedience (Chafe 1981). As this literature on strategic subaltern uses of civility demonstrates, civility can be used by disenfranchised groups to undermine the civility claims that are often used to legitimize their disenfranchisement.…”

Section: Introduction: Civility Sceptics and Optimistsmentioning

confidence: 99%

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Twisted Civility: Comparing Courtesy, Coercion and Shaming in Southeast Asian Cities and Beyond

Rungby,

Harms

2023

TRaNS

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The literature on civility navigates the gravitational pulls of binary camps: civility sceptics tend to emphasize how it operates as an instrument of power; civility optimists tend to emphasize its emancipatory potentials. While some scholarship has attempted to reconcile these perspectives by showing how civility can be both negative and positive, such theorization tends to describe this relation in terms of ambivalence. While these approaches rightly indicate that normative judgments about civility are largely a matter of perspective, the concept of twisted civility developed here focuses on the ways in which actors become trapped by the dynamic shifts of force embedded within civility. Comparisons across seemingly incommensurate examples suggest that such multidirectional dynamics are not culturally specific but rather more generalizable. Building our theoretical conception of twisted civility from a comparative approach based on research in Kuching and Saigon, and then using the concept to consider examples from the United States and Denmark, this article also reverses the direction of theorizing typically employed in scholarship on civility. Using postcolonial Southeast Asia as the source of theory rather than its afterthought, the method here uses anthropological comparison to generate theory and to problematize assumptions that universalize Euro-American trajectories of civility.

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Section: Twisted Comparisonsmentioning

confidence: 99%

Section: Introduction: Civility Sceptics and Optimistsmentioning

confidence: 99%

Twisted Civility: Comparing Courtesy, Coercion and Shaming in Southeast Asian Cities and Beyond

Rungby,

Harms

2023

TRaNS

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“…According to many historians, this event was the spark that started the Civil Rights Movement in full. (Chafe, 1981) The year 1960 was a troubling year for Native American students, with nine of every 10 Indian students dropping out of college. In 1961, only 66 Indians graduated from 4-year colleges (Guillory & Ward, 2007).…”

Section: Change Brewingmentioning

confidence: 99%

Lives intertwined: A primer on the history and emergence of minority serving institutions.

Gasman¹,

Nguyen²,

Conrad³

2015

Journal of Diversity in Higher Education

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In this article, we provide an overview-a primer-of the rise of Minority Serving Institutions (MSIs) as context for understanding the contemporary place of these institutions in our broader system of higher education. We also demonstrate how the emergence and the evolution of MSIs stem from our nation's struggle to provide equal educational opportunities to minority communities. Throughout the article, we interweave the shared and individual struggles as well as the successes across these 4 major types of MSIs. Woven throughout this narrative, we explore in-depth (a) the role of the federal government in both suppressing and elevating higher education for minorities, and (b) the impact of various groups and individuals on the growth of MSIs. It is through the historical legacy of MSIs that we showcase how these institutions came to represent the voices and concerns of minority communities to take control and manage their own education. We conclude the article with a snapshot of the place of each of the 4 types of MSIs in contemporary higher education and recommendation for future research.

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“…Unlike the leaders of national protest organizations, local activists in Alabama and Mississippi remember that exemplary teachers were advocates who taught students to "analyze things," instilling in young people the belief that change "was up to us" (Manis 1999, 29-30;Henry 2000, 44). Insisting that students achieve, racially and politically conscious educators in the Carolinas proffered a vision of equality that inspired student protest (Chafe 1981;Cecelski 1994;R. S. Baker 2006;Williams 1995;Drago 1990).…”

mentioning

confidence: 99%

Pedagogies of Protest: African American Teachers and the History of the Civil Rights Movement, 1940–1963

Baker

2011

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Although the dominant narrative of the civil rights movement marginalizes the role of black educators, revisionist scholars have shown that a significant number of black teachers encouraged student protest and activism. There has, however, been little analysis of the work of black teachers inside segregated schools in the South. Purpose/Objective This study examines the courses that Southern African American teachers taught, the pedagogies they practiced, and the extracurricular programs they organized. Using Charleston's Burke Industrial School as a lens to illuminate pedagogies of protest that were practiced by activist educators in the South, this study explores how leading black educators created spaces within segregated schools where they bred dissatisfaction with white supremacy. Research Design This historical analysis draws upon archival sources, school board minutes, school newspapers and yearbooks, oral testimony, and autobiographies. Conclusions/Recommendations In Charleston, as elsewhere in the South, activist African American teachers made crucial contributions to the civil rights movement. Fusing an activist version of the African American uplift philosophy with John Dewey's democratic conception of progressive education, exemplary teachers created academic and extracurricular programs that encouraged student protest. Beginning in the 1940s and continuing through the 1960s, students acted on lessons taught in classes and extracurricular clubs, organizing and leading strikes, boycotts, and demonstrations. The pedagogies that leading African American educators practiced, the aspirations they nurtured, and the student activism they encouraged helped make the civil rights movement possible.

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Civilities and Civil Rights: Greensboro, North Carolina, and the Black Struggle for Freedom

Cited by 55 publications

References 0 publications

Twisted Civility: Comparing Courtesy, Coercion and Shaming in Southeast Asian Cities and Beyond

Twisted Civility: Comparing Courtesy, Coercion and Shaming in Southeast Asian Cities and Beyond

Lives intertwined: A primer on the history and emergence of minority serving institutions.

Pedagogies of Protest: African American Teachers and the History of the Civil Rights Movement, 1940–1963

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