<i>The Known World</i> of Free Black Slaveholders: A Research Note on the Scholarship of Carter G. Woodson

Pressly, Thomas J.

doi:10.1086/jaahv91n1p81

Cited by 44 publications

(3 citation statements)

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“…(Female, 75) Slavery is not something that is experienced by all African Americans. There were many blacks that were born free and some blacks owned slaves (Bottero 2015;Burr 2016;Dorsey 2009;Pressly 2006). This is one of the many surprises that some participants found as they continued the research.…”

Section: Resultsmentioning

confidence: 99%

Other Ways of Knowing: The Intersection of Education when Researching Family Roots

Hart

2018

Genealogy

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The intersection of education and genealogy is of interest to academia. Although learning is an important aspect of the genealogist's need to understand the connection with family relationships, there is a paucity of research about the intersection between education and genealogy. This study sought to answer the research question, "How do genealogists use education to better understand family connections?" A narrative inquiry method was used to interview 10 members of the Oberlin African-American Genealogy and History Group, in Oberlin, Ohio (OAAGHG). Participants were recruited through convenience sampling and purposive sampling, after an announcement about the study was presented at the January meeting of the genealogy society. Members who were interested in participating contacted the researcher through e-mails, text messages, and by telephone. Interviews were transcribed, and transcripts were sent to each member to verify the accuracy of each transcript. Nvivo11 was used to assist with analysis of the data. The results of the study presented three ways that education intersected with genealogy: self-directed learning, collaborative learning, and lifelong learning. The conclusion of this study is that genealogists are lifelong learners and expand their education as necessary to better understand family connections.

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Section: Resultsmentioning

confidence: 99%

Other Ways of Knowing: The Intersection of Education when Researching Family Roots

Hart

2018

Genealogy

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“…Similar to segments of the White community fighting white supremacy, throughout history segments of the various communities of color have accommodated to racial domination or even supported the existing racial order. Examples of the latter include Black slave owners during the period of institutionalized slavery (Pressly, 2006) as well as the small, yet important segment of enslaved Black individuals who served as overseers, drivers, or in plantation houses who bonded with their masters (Sandy, 2014). This state of affairs continues today, as all communities of color have anti‐Black, anti‐Latino, or anti‐Asian members (e.g., Justice Clarence Thomas, and Enrique Tarrio, the Afro‐Cuban leader of the Proud Boys).…”

Section: The Real Racial Problem: the Racial Structure Is Usmentioning

confidence: 99%

It's not the rotten apples!Why family scholars should adopt a structural perspective on racism

Bonilla‐Silva

2023

J of Family Theo & Revie

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In this article, I urge family scholars to anchor their race work on the structural racism perspective. First, I provide some limitations of the prejudice problematic used by most family scholars. Second, I discuss the basic components of my structural theory, which I call the racialized social system approach. Third, I bolster my original theorization with a new conceptual map to make the structure intelligible—to account for why actors, for the most part, behave in ways that reproduce the racial order. In this discussion, I highlight the importance of the “white habitus” in shaping the lives and behaviors of White people. Lastly, I conclude by summarizing my claims and asking family scholars to continue deepening their work on structural racism and families, as well as on fighting how it shapes their own fields and lives.

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“…Similar to segments of the White community fighting white supremacy, there have always been individuals and segments of the various communities of color who, for various reasons, have accommodated to domination 13 or even supported the existing racial order. Examples of the latter include Black slave owners during the period of institutionalized slavery (Pressly 2006) as well as the small, yet important segment of enslaved Blacks who served as overseers, drivers, or in plantation houses who bonded with their masters (Sandy 2014).…”

Section: Systemic Racismmentioning

confidence: 99%

What Makes Systemic RacismSystemic?

Bonilla‐Silva

2021

Sociological Inquiry

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In this article, I clarify some components and expand a few underdeveloped ideas of the racialized social system approach to racial stratification. I divide the paper into three parts. In the first section, I explore the limitations of the figure of “the racist.” In the second part, I examine the problem of change. In the third part, which is the core of the paper, I discuss what makes “systemic racism” systemic. My main contention in this article is that the “systemic” in “systemic racism” means that we all participate in the reproduction of the racialized order. Furthermore, this reproduction depends fundamentally on behavior and actions that are normative, habituated, and often unconscious. Hence, systemic racism is the product of the behavior and practices of regular White folks rather than the “racists.” In the conclusion, I discuss the implications of my claims for further theory‐building, research, and the struggle for racial justice.

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The Known World of Free Black Slaveholders: A Research Note on the Scholarship of Carter G. Woodson

Cited by 44 publications

References 1 publication

Other Ways of Knowing: The Intersection of Education when Researching Family Roots

Other Ways of Knowing: The Intersection of Education when Researching Family Roots

It's not the rotten apples!Why family scholars should adopt a structural perspective on racism

What Makes Systemic RacismSystemic?

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