Protesting Black Inequality: A Commentary on the Civil Rights Movement and Black Lives Matter

Jones-Eversley, Sharon D.; Adedoyin, A. Christson; Robinson, Michael A.; Moore, Samuel K.

doi:10.1080/10705422.2017.1367343

Cited by 34 publications

(17 citation statements)

References 76 publications

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“…Black history lessons nurture African American students' self-worth and encourage them to utilize their voices to eradicate racism and uplift social justice (Hale, 2006), and African American youth need to be uplifted, especially since the violent acts of the 1950s still persist (Clayton, 2018). Examples of continuous events involving racial injustices toward African Americans include the slayings of 17-year-old Trayvon Martin in 2012, 12-year-old Tamir Rice in 2014 and 28-year-old Sandra Bland in 2015 (Jones-Eversley et al, 2017). Likewise, blatant remarks and acts of vicious crimes by White supremacists toward minority individuals (Howard, 2016), such as the 2015 Charleston Church shooting, signify why it is crucial for African American students to learn their ancestral past and develop the courage and self-esteem to combat present-day racial bigotry (Dagbovie, 2004).…”

Section: Black History Lessonsmentioning

confidence: 99%

I need to know my past: Black fifth-graders on race and racism

Walker

Russell

2020

SSRP

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PurposeThis research study focuses on fifth-grade African American students who attend an all-Black charter school whose administration and teachers are committed to providing Black history instruction throughout the year. To fulfill the school's mission, the teachers integrate additional resources into the curriculum that includes lessons and activities about Black history. Therefore, the study sought to answer the following question: How does learning Black history throughout the school year impact African American fifth-grade students' self-esteem and positive self-image? The authors examined student work, conducted observations and listened as the participants engaged in critical discussions about race and racism.Design/methodology/approachWay to Go (WTG) is a K-12 public charter school located in an urban mid-size city in Florida, with a 100% Black student population; all WTG students receive scholarships and free lunch. The 15 participants in this study self-identified as African American fifth-grade students. The authors conducted a qualitative research study that included 13 observations, an analysis of five student work samples and a focus group interview with seven students. They used interpretative phenomenology to gather African American fifth-grade students' experiences and their interpretations of these experiences (Moustakas, 1994) while acquiring information about Black history.FindingsThe themes that emerged are it's time to go, unsung heroes and Black history is exciting. In the first theme, they learned why Blacks migrated from the South to northern cities and understood why it was time for them to go. Next, they explored the history of unsung Blacks who inspired them to think about a variety of careers to pursue. Finally, they were excited to learn Black history because they understood the importance of learning this history in order to grapple with current events, and they recognized that knowledge of this history would improve their self-worth and life choices.Originality/valueWTG charter school exemplifies what schools should attain for regarding the teaching of Black history. Since elementary school provides the foundation for learning, it is the best time to teach African American students about self-esteem and what it means to be proud of their Blackness. The fifth-graders in this study exemplified how African American students take pride in their history and have a positive sense of self-worth when taught Black history. Black history lessons and activities such as the ones utilized in WTG school will benefit African American students and contribute to their success as students.

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Section: Black History Lessonsmentioning

confidence: 99%

I need to know my past: Black fifth-graders on race and racism

Walker

Russell

2020

SSRP

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“…The academic literature featuring BLM frequently draws comparisons and delineates distinctions relative to the CRM (Chernega, 2016; Clayton, 2018; Jones-Eversley, Adedoyin, Robinson, & Moore, 2017). Both movements are understood to be rooted into inequities experienced by African Americans including inadequate access to opportunities such as education, housing, political representation, employment, health care, and fair treatment under the law.…”

Section: Critical Analysis Of Selected Social Justice Movements In Thmentioning

confidence: 99%

“…It should be noted, however, that the CRM for enfranchisement should not be confined to a particular time period but that it had always existed in the United States from the 17th century. The 20th-century movement coalesced under the leadership of Dr. Martin Luther King Jr. who pursued equal protection under the law through nonviolent protest and by challenging stereotypes of Black inferiority (Chernega, 2016; Clayton, 2018; Jones-Eversley et al, 2017). One key tactic used by CRM leadership was to stage peaceful protests, resulting in excessive and violent responses from White law enforcement and counter-protesters.…”

Section: Critical Analysis Of Selected Social Justice Movements In Thmentioning

confidence: 99%

“…The CRM helped launch revisions in legislation intended to guarantee equal protection under the law and cease legalized segregation. The CRM worked closely with Black churches to organize protests, and its leadership tended to mirror the patriarchy and gender conservatism commonly found in Christian churches’ formal leadership (Chernega, 2016; Clayton, 2018; Jones-Eversley et al, 2017). BLM continues the racial justice work started in the CRM, but works to do so in ways that inclusive of women and members of the LGBTQ (lesbian, gay, bisexual, transgender, and queer) community.…”

Section: Critical Analysis Of Selected Social Justice Movements In Thmentioning

confidence: 99%

“…One of the primary differences between BLM and CRM is that the former coalesced around the leadership of queer women of color and works to actively challenge patriarchy and heterosexism in the struggle for racial equity (Garza, 2014). Like CRM, BLM activists engage in musical and other forms of creative expression to educate and raise consciousness regarding systemic inequity (Chernega, 2016; Clayton, 2018; Jones-Eversley et al, 2017).…”

Section: Critical Analysis Of Selected Social Justice Movements In Thmentioning

confidence: 99%

See 2 more Smart Citations

Using Artistic Expression as a Teaching Strategy for Social Justice: Examining Music From the Civil Rights and Black Lives Matter Movements

Bohonos

Otchere

Pak

2019

Advances in Developing Human Resources

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The Problem Members of organizations often struggle to grasp the importance of social movements and to understand the affective dimensions of the injustices that inspire them to be organized. The Solution We argued that combining artistic expression with social movement learning (SML) in human resource development (HRD) can help members of the dominant culture to better empathize with those who experience marginalization. This will help organizations to better relate to social movements and to more effectively address related injustices. The Stakeholders HRD scholars and practitioners as well as those engaged in social movements.

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