The Forgotten Legacy of Carter G. Woodson: Contributions to Multicultural Social Studies and African American History

King, LaGarrett J.; Crowley, Ryan M.; Brown, Anthony L.

doi:10.1080/00377990903584446

Cited by 34 publications

(37 citation statements)

References 6 publications

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“…Woodson sought to spread his message about the contributions of Blacks by creating Black history textbooks and establishing "Negro History Week" nationwide. In his textbooks, Woodson highlighted the contributions of Black Americans to the civic life of the nation (King et al, 2010). He (1922) wrote, "Negroes of this country love their native soil" (p. 313).…”

Section: "Separate Is Inherently Unequal": the 20th Centurymentioning

confidence: 98%

“…Dewey's theories were adopted in U.S. schools at the beginning of the 20th century, and citizenship education became a staple in curricula and classrooms (Fallace, 2011;Preston-Grimes, 2005). Woodson (1922) asserted that the contributions of Black Americans to the foundation of the United States were overlooked in scholarship and in the telling of the national story to children (King, Crowley, & Brown, 2010). Woodson sought to spread his message about the contributions of Blacks by creating Black history textbooks and establishing "Negro History Week" nationwide.…”

Section: "Separate Is Inherently Unequal": the 20th Centurymentioning

confidence: 98%

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The Role of Schools in Educating Black Citizens: From the 1800s to the Present

Pinkney

2016

Theory & Research in Social Education

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Participatory citizenship among Black citizens in the United States has always been tied to access to quality education. In this literature review, I draw on scholarship analyzing the experiences of Black youth in the 19th, 20th, and early 21st centuries. I compare the historic and contemporary challenges facing Black citizens' active participation in democratic processes and discuss how schools have the potential to create, or hinder, the road to active citizenship. I use Critical Race Theory as a theoretical model to explore the role that race plays in educating youth for citizenship. Collectively, the reviewed studies reveal that access to high-quality education was and is still determined by one's race and affects many Black citizens' ability to participate in democracy.

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Section: "Separate Is Inherently Unequal": the 20th Centurymentioning

confidence: 98%

Section: "Separate Is Inherently Unequal": the 20th Centurymentioning

confidence: 98%

The Role of Schools in Educating Black Citizens: From the 1800s to the Present

Pinkney

2016

Theory & Research in Social Education

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“…Despite the persistence of racial barriers, historical markers including racial integration into schools and student activism through the Civil Rights movement and the Black campus movement serve as significant reminders of Black higher education involvement during this period. The actions of Black collegiate paved the way for other marginalized students to have an acknowledged voice and presence on college campuses (King, Crowley, & Brown, 2010;Gasman et al, 2015). Nieves (2018) specifically highlights the contributions of Black women to the American higher education system through the foundation of industrial and normal schools in the South.…”

Section: Counter-narratives Of Th E 19 Th Centurymentioning

confidence: 99%

We Built this Joint for Free: Counter-stories of Black American Contributions to Higher Education

White

Wilson

2019

JSPTE

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Aim/Purpose: Black contributions to higher education are frequently marginalized by some of the field’s most commonly cited historians. The purpose of this conceptual paper is threefold: to demarginalize the role of Black Americans within the higher education history narrative; to demonstrate the need to reconsider the course reading selections used to facilitate learning in this area; and, to emphasize the importance of higher education history as vehicle for understanding current issues across the postsecondary landscape. Background: Sanitized historical accounts often shape Higher Education and Student Affairs students’ learning of the history of American higher education. This is important due to the role historical knowledge plays in understanding current issues across the postsecondary landscape. Methodology: This conceptual paper juxtaposes commonly used higher education history texts against works that center Black higher education history. Elements of Critical Race Theory (CRT) frame this paper and serve as an analytic tool to disrupt master narratives from seminal history of higher education sources. Contribution: This paper contributes to literature on the history of higher education and offers considerations for the implications of course reading selections. Findings: We found that countering the master narratives shows how our contemporary experience has been shaped by colonial processes and how the historical role of Black Americans in higher education is often minimized. Recommendations for Practitioners: Citing how higher education and student affairs instructors’ choices around scholarship have implications for classroom learning and for the future of research and practice, this work recommends diversifying history of higher education course reading selections to help students gain better understanding of the historical impact of white supremacy, systemic oppression, and racism on postsecondary education. Future Research: Further research is needed to understand the impact of course reading selections on HESA student learning and empirically identify frequencies of text usage in history of higher education classrooms

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“…A number of scholars have written about Woodson’s legacy as it pertains to the historical profession, curriculum studies, and institution building (Brown, 2010; Dagbovie, 2007; Goggin, 1997; L. J.…”

mentioning

confidence: 99%

“There Would Be No Lynching If It Did Not Start in the Schoolroom”: Carter G. Woodson andthe Occasionof Negro History Week, 1926–1950

Givens

2019

American Educational Research Journal

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This article analyzes Carter G. Woodson’s iconic Negro History Week and its impact on Black schools during Jim Crow. Negro History Week introduced knowledge on Afro-diasporic history and culture to schools around the country. As a result of teachers’ grassroots organizing, it became a cultural norm in Black schools by the end of the 1930s. This program reflected Woodson’s critique that anti-Black ideas in school knowledge were inextricably linked to the violence Black people experienced in the material world. Thus, he worked to construct a new system of knowledge altogether. Negro History Week engaged students in this counterhegemonic knowledge through performances grounded in Black formalism and an invigorated Black aesthetic, facilitating what I have come to call “embodied learning.”

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The Forgotten Legacy of Carter G. Woodson: Contributions to Multicultural Social Studies and African American History

Cited by 34 publications

References 6 publications

The Role of Schools in Educating Black Citizens: From the 1800s to the Present

The Role of Schools in Educating Black Citizens: From the 1800s to the Present

We Built this Joint for Free: Counter-stories of Black American Contributions to Higher Education

“There Would Be No Lynching If It Did Not Start in the Schoolroom”: Carter G. Woodson andthe Occasionof Negro History Week, 1926–1950

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