We Been Relevant: Culturally Relevant Pedagogy and Black Women Teachers in Segregated Schools

James‐Gallaway, ArCasia D.; Harris, Tiffany

doi:10.1080/00131946.2021.1878179

Cited by 13 publications

(9 citation statements)

References 36 publications

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“…Black women like Anna Julia Cooper taught classical subjects to Black children to increase their self-efficacy and reject racist portrayals (Grant et al, 2015). Lucy Laney founded two schools in Augusta, Georgia, in the late 1800s and intentionally fostered Black culture, pride, and history in her school’s curriculum (James-Gallaway & Harris, 2021; McClusky, 2014). Laney chose this method because she knew her Black students would live in an anti-Black world where they would need a positive racial identity to survive racial assaults.…”

Section: Historical Contextmentioning

confidence: 99%

“…The landmark 1954 Brown v. Board of Education decision led to the termination of more than 31,000 Black educators and their activist-based organizations, particularly in southern and border states-a tragic loss because their advocacy organizations were vital for Black children's academic success (Foster, 1990;Siddle Walker, 2013). As a result of desegregation, Black fugitive practices regressed markedly (Foster, 1991;Givens, 2021;Grant et al, 2015;James-Gallaway & Harris, 2021;McClusky, 2014) in the schooling of Black children.…”

Section: Historical Contextmentioning

confidence: 99%

“…Historically, Black educators had been integral, making their mass dismissal concerning and consequential. Given the historical importance of their presence, Black teachers are foundational to the history of Black education; scholars have shown Black educators' efforts to raise the self-efficacy of Black students while inspiring racial unity (Acosta et al, 2018;Foster, 1991;Givens, 2021;Grant et al, 2015;James-Gallaway & Harris, 2021;McClusky, 2014). The lack of Black educators within Black schooling environments can create a breeding ground for the majority white teacher population, who struggle to understand their racial identity's relationship to structural racism.…”

Section: Historical Contextmentioning

confidence: 99%

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“The Kids in Prison Program”: A Critical Race Personal Counternarrative of a Former Black Charter School Teacher

James-Gallaway

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In New Orleans, Louisiana, in the years following Hurricane Katrina, predominantly white education reformers have used entrepreneurial support to dismantle the predominantly Black city’s public education system. Using racial domination without community approval, these education reformers have educationally disenfranchised the Black community by implementing No Excuses (NE) Charter School Management Organizations (CMO). The rise in these organizations has also led to the mass firing of the city’s majority Black educator base and the hiring of majority white educators. Scholarship on NE CMOs notes their use of dehumanizing behavioral practices meant to control their student populations. Accounts, however, are limited from those who have witnessed, experienced, or resisted these dehumanizing behavioral practices. Purpose/Objective/Focus of Study: Through the critical race theory (CRT) lens of racial realism, this paper provides a critical race personal counternarrative (CRPCN) that characterizes the racist and racialized disciplinary and surveillance practices used to control Black students’ bodies. It examines my experiences as a teacher within an NE CMO, the Knowledge Is Power Program (KIPP) school in New Orleans. Furthermore, this paper underscores my own Black fugitive pedagogic acts alongside my Black students, acts that allowed us to create fleeting moments of freedom inside and outside our classroom. Research Design: I relied on critical race methodology to construct a CRPCN against KIPP, which prides itself on positive behavior practices and social justice. The evidence I drew on included free-written notes, conversations with former students and teachers, media (e.g., photos and videos), and scholarly literature. To analyze data, I drew on CRT concepts of racial realism and the permanence of racism in U.S. society to underscore Black fugitivity, anti-Black surveillance, and discipline. Conclusion/Recommendations: Racial realism provides a lens for identifying the evolution of racialized surveillance technologies on Black bodies within the United States. Although critics characterize racial realism as overly pessimistic, this paper notes one way that scholars, educators, students, and parents can draw on this tool of racial resistance to accept the current racial reality, uncover racially oppressive schooling practices, and highlight strategies of survival through fugitive acts.

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Section: Historical Contextmentioning

confidence: 99%

Section: Historical Contextmentioning

confidence: 99%

Section: Historical Contextmentioning

confidence: 99%

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“The Kids in Prison Program”: A Critical Race Personal Counternarrative of a Former Black Charter School Teacher

James-Gallaway

2022

Teachers College Record: The Voice of Scholarship in Education

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“…Encouraged to become whatever she wanted, Ms. James recalled the high caliber of her Black teachers, who motivated her and treated her and her classmates as their own. Wanting them to grow and flourish, Black teachers in segregated Black schools clearly expressed their high expectations and deep belief in the intellectual adequacy of their Black students, enabling many to thrive (James-Gallaway and Harris, 2021; Foster, 1997).…”

Section: From Segregation To Desegregationmentioning

confidence: 99%

Tacit curriculum of Black intellectual ineptitude: Black girls' perspectives on Texas school desegregation implementation in the 1970s

James‐Gallaway¹

2021

HER

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PurposeThis paper uses former Black girl students' experiential knowledge as a lens to examine Black students' experiences with formal and informal curriculum; it looks to the 1970s during Waco Independent School District's desegregation implementation process.Design/methodology/approachGuided by critical race theory, I used historical and oral history methods to address the question: In newly desegregated schools, what does Black females' experiential knowledge of the academic and social curriculum reveal about Black students' experiences within school desegregation implementation process? Specifically, I drew on oral history interviews with former Black girl students, local newspapers, school board minutes, legal correspondence, memoranda, yearbooks, and brochures.FindingsBlack girls' holistic perspectives, which characterized Black students' experiences more generally, indicate Waco Independent School District's implementation of school desegregation promoted a tacit curriculum of Black intellectual ineptitude.OriginalityMy main contribution is the concept of tacit curriculum, which I identified through the lens of former Black girl students, whose experiences spoke to Black students' experiences more widely. It also offers Black females' firsthand perspectives of the school desegregation implementation process in Texas, a perspective, a process, and a place heretofore underexamined in history of education scholarship.

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“…Giving their "very best" helped to prepare "students with skills and knowledge combined with good moral development, a positive racial identity, and a solid basic education to enter a world of state-sponsored segregation, racial discrimination, and economic deprivation" (Kelly, 2010, p. 343). Teaching toward the social reality that their students would face as Black adults served to reinforce these educators' high expectations for students while also arming them with a critical social consciousness that could help them deftly navigate society (Horsford et al, 2021;James-Gallaway & Harris, 2021). Mr. Fleming highlights that as a result, there was little to no room for teacher indifference in his education because his teachers understood the significance of education to the Black community.…”

Section: Ms Malachi Recalledmentioning

confidence: 99%

White Philanthropy Won’t Save Black Education: Tracing an “Ordinary” Segregated School’s Life in Delaware

Lewis

James‐Gallaway

2021

Journal of Black Studies

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This essay suggests examining “ordinary,” segregated Black schools from the past helps explain persistent issues in Black education at present. To demonstrate this point, the essay focuses on the shortcomings of philanthropy in education from the 1920s to the present day in Wilmington, Delaware. It asserts for Black education to thrive, a combination of adequate resources and Black control over those resources is necessary. Utilizing School No. 5, a school heretofore undocumented in scholarship, as one specific case, the authors show how this elementary school was initially overlooked by white philanthropy, only to be pervaded with it decades later. Centrally, the authors argue in both instances, whites’ actions, either by oversight or interference, hindered the holistic quality of Black children’s education; these persistent impediments to Black education, however, transpired alongside the valiant efforts and self-determination of Black educators and Wilmington’s Black community.

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We Been Relevant: Culturally Relevant Pedagogy and Black Women Teachers in Segregated Schools

Cited by 13 publications

References 36 publications

“The Kids in Prison Program”: A Critical Race Personal Counternarrative of a Former Black Charter School Teacher

“The Kids in Prison Program”: A Critical Race Personal Counternarrative of a Former Black Charter School Teacher

Tacit curriculum of Black intellectual ineptitude: Black girls' perspectives on Texas school desegregation implementation in the 1970s

White Philanthropy Won’t Save Black Education: Tracing an “Ordinary” Segregated School’s Life in Delaware

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