Elizabeth Hinton, America on Fire. The Untold Story of Police Violence and Black Rebellion Since the 1960s

Stow, Simon

doi:10.4000/ejas.17629

Cited by 20 publications

(28 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Responding to Franklin's call to test generalizations about youth activism "on a regional or state-by-state basis" (2020, p. 245n21), this article examines 42 episodes from Louisiana secondary schools in which Black students collectively used force to resist subordination between 1965 and 1974. Although these temporal parameters roughly correspond with prior findings regarding the ebb and flow of school violence and Black uprisings nationally (Hinton, 2021;Levy, 2018;U.S. Department of Health, Education, and Welfare, 1978), archival evidence indicates student rebellions persisted slightly longer in Louisiana.…”

supporting

confidence: 80%

“…In addition to exploring the causes and aims of Black students' violent resistance at the local level, future studies should dig deeper into the school-and district-level consequences of that resistance. Such studies would complement recent scholarship on local, state, and national policymakers' often punitive responses to civil-rights-era student protest (Franklin, 2020;Hale, 2018;Hinton, 2021;Stern, 2021, in press).…”

Section: Discussionmentioning

confidence: 86%

“…over 25,000 (Elkins, 2018;Hinton, 2021;Levy, 2018;Sugrue & Goodman, 2007). Yet in Louisiana, 16 incidents occurred in locales with populations less than 25,000 (U.S. Census Bureau, 1970Bureau, , 1980.…”

Section: Table 1 (Continued)mentioning

confidence: 99%

“…Whereas Franklin focuses on youth activists outside of schools, Jeffrey Ogbar (2004), Jakobi Williams (2013), and Judith Kafka (2008) have documented Black school uprisings in Chicago and Los Angeles. Elizabeth Hinton (2021) and I (Stern, 2021) have further established that Black students forcefully challenged racist repression in schools in smaller cities and rural and suburban areas nationwide. Significantly, we join scholars who trace the growth of the "school-prison nexus" to civil-rights-era responses to Black student protest rather than the "zero-tolerance" policies of the 1990s (Hale, 2018;Sojoyner, 2013;Thompson, 2013; see also Hale and Livingston, in press; Kautz, in press; Remnick, in press).…”

mentioning

confidence: 99%

See 3 more Smart Citations

“We Got to Fight for What We Want”: Black School Rebellions In Louisiana, 1965–1974

Stern

2023

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background/Context: Historians have established that Black students used force to challenge racist repression in schools throughout the United States during the 1960s and 1970s. However, the existing literature’s national focus raises unanswered questions about the extent to which Black students’ forceful responses to discrimination varied across local contexts. Focus of Study: This article examines 42 episodes from Louisiana secondary schools in which Black students collectively used force to resist subordination between 1965 and 1974. Drawing upon Black Studies scholarship, it treats these incidents as political acts of rebellion rather than lawless “riots.” Research Design: To determine where, when, how, and why Louisiana’s Black students used force, this historical study draws upon archival materials from eight collections at five archives, more than one dozen local and national newspapers, and author-conducted interviews. Conclusions/Recommendations: Although Black students acted on shared concerns about systemic inequality, site-specific factors shaped each rebellion. This essay therefore argues that scholars should not mistake the ubiquity of Black students’ violent opposition to white supremacy as an indication that subordination or resistance remained static across time and space. It encourages further localized study that is attentive to the temporal and geographic contingencies that shape the racial politics of education.

show abstract

supporting

confidence: 80%

Section: Discussionmentioning

confidence: 86%

Section: Table 1 (Continued)mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

“We Got to Fight for What We Want”: Black School Rebellions In Louisiana, 1965–1974

Stern

2023

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

show abstract

“…The Black Lives Matter movement became the face of the protests. Folks, particularly young people across race and class, protested police brutality and police repression, antiblack racism, and the logics of disposability (Grell-Brisk 2022) within racial capitalism (Hinton 2021).…”

Section: The Logics Of Parasitism and Antiblacknessmentioning

confidence: 99%

Introduction to the Symposium

Grell-Brisk

2023

JWSR

View full text Add to dashboard Cite

Our comrade Peter Emmet Grimes died on August 24, 2021. Grimes received his PhD in sociology in 1995, under the close direction of Chris Chase-Dunn at Johns Hopkins University, analysizing the effects of economic cycles on the rise and fall of individual countries within the world-system. During his time at Johns Hopkins, he worked with Timmons Roberts to secure a National Science Foundation grant to study the effects of greenhouse gases and global climate change in the world-system. He was fascinated with the planet's natural and social evolution and constantly sought a deeper understanding of how these complex systems converged. At the time

show abstract

The Joint Commission on the Mental Health of Children, 1965–1970: Emotional disturbance, race and paths not taken in child psychiatry

Hirshbein

2023

J History Behavioral Science

View full text Add to dashboard Cite

The Joint Commission on the Mental Health of Children (JCMHC) was a sprawling, multidisciplinary project that took shape in the years immediately after the assassination of President John F. Kennedy. Participants included child psychiatrists, educators, psychologists, social workers, philanthropists and other laypeople and professionals interested in the plight of children. While the original inspiration for the JCMHC was to address the potential for violence from disturbed children and adolescents, its findings and recommendations were an indictment of American society itself in which poor children went hungry, minority children were oppressed and there were not sufficient resources dedicated to the mental health of the nation's population of young people. The task forces and committees of the JCMHC spent significantly more time addressing prevention and mental health rather than mental illness. Two years into the work of the JCMHC, the leadership formed a committee to specifically examine issues related to race. The final report, published in popular book form as Crisis in Child Mental Health, arrived after the unraveling of the liberal consensus that had fueled President Lyndon Johnson's Great Society programs. Most of the proposed solutions for government intervention were ignored by the Nixon administration. The focus on mental health and the willingness to take a critical look at the detrimental effects of racism had represented child psychiatry at that time. In the decades that followed, however, child psychiatrists turned away from issues about prevention, race and environment and instead focused on the problems of mental illness in individual children.

show abstract

Elizabeth Hinton, America on Fire. The Untold Story of Police Violence and Black Rebellion Since the 1960s

Cited by 20 publications

References 0 publications

“We Got to Fight for What We Want”: Black School Rebellions In Louisiana, 1965–1974

“We Got to Fight for What We Want”: Black School Rebellions In Louisiana, 1965–1974

Introduction to the Symposium

The Joint Commission on the Mental Health of Children, 1965–1970: Emotional disturbance, race and paths not taken in child psychiatry

Contact Info

Product

Resources

About